# Build a guide someone can actually use

Year 3 English Weeks7–8 / Days31–40. Original editorial starter, not a complete source bank or independently accepted fortnight. The intended useful finish is a finding clue, small paper guide, caption, heading, verse/story ending or reader pointer made for a child-chosen job. Suggested short sessions can be split; no compulsory daily quota or pupil result is claimed.

Choose the usual communication route, allow a smaller finish, repeat or change routes, and keep work private. Paper, adult reading, exact scribing, sign/AAC/drawing/speech/type offer the whole chosen meaning job. Rich text is not automatically decodable. Independently observed reading, spelling, joined handwriting and interaction/presentation need suitable taught opportunities and actual evidence. Do not assign routes by diagnosis or fixed learning-style label.

## Day31 · Make a clue that actually finds the thing

**Purpose:** Use a precise noun group to identify a supplied object.

**Prepare:** full C01 / C02 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Show the two complete badge descriptions, or read them in the child’s usual communication route. Invite one useful finding clue; a child may just listen first.

2. Model round badge as the main group, then add with the square centre hole. Point to each source detail. Keep owner questions separate because the record gives none.

3. Compare the short clue badge with the more specific clue. Ask which feature separates the pictured choices, without claiming a real reader has succeeded.

4. Offer the three routes below. Accept a small spoken/sign/AAC/drawn/typed/written or faithfully scribed contribution. Keep models outside own-response spaces.

5. Ask Show me the part you used. Note the chosen detail, its source and actual help. Where wanted, try the clue with a consenting familiar reader and record what actually happens.

6. Keep a first clue for tomorrow or make a fresh start. A useful finish can be one specific detail; it need not fill a page.

### Three changeable routes

A. Choose the badge with the square hole and make its finding clue from C01.

B. Choose any C02 game token and build a different clue from its full description.

C. Ask an adult to reread the options in small portions; indicate one feature by point/sign/AAC/drawing and add another only if useful.

**Taught-point word offer:** At a genuinely taught point, revisit mark + s and card + s. Model the written base/suffix and actual whole-word sounds separately; do not require untaught words as independent reading.

**Notice:** A detail or group of words identifies the selected supplied object without invented facts.

**Next teaching:** If all pieces are described as the same, compare the two whole records and choose a feature that distinguishes them.

**Partial links:** AC9E3LA10, AC9E3LY05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day32 · Tell someone what the guide is doing

**Purpose:** Explain a text/image relationship for a stated paper job.

**Prepare:** full C03 / C04 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Offer the full paper-creature guide and its complete text alternative; the job is explaining the arrow, with no building requirement.

2. Model separating a label arrow from a placement arrow. In C03, the arrow joins a foot with a planned place; that is the relationship the guide supplies.

3. Ask what the second paragraph asks a reader to do and what the guide does not report. Explicitly preserve no balancing trial.

4. Let the child explain, draw and label or rearrange a paper explanation. Supply the source while composing, rather than demanding memory.

5. Ask Which line or feature helped you? A response may explain the relationship using everyday words. Name adult reading as comprehension access.

6. Save the explanation and one open question; return later only if the child wants to refine the guide.

### Three changeable routes

A. Explain one C03 placement arrow for a new reader.

B. Use C04 to make a tiny two-sentence guide to marking the drawing.

C. Use two blank paper places, indicate a planned connection in your usual route and tell or show an adult what it means.

**Taught-point word offer:** If re + mark and mark + ing are familiar, discuss their meanings and read at the child’s actual taught point. Spoken syllables and word parts need not match.

**Notice:** The explanation connects a supplied guide feature with its job and keeps an unreported practical result open.

**Next teaching:** Compare a new label arrow with a placement arrow and discuss the different relationship before composing again.

**Partial links:** AC9E3LA03, AC9E3LA09, AC9E3LY05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day33 · Make the sentence match its subject and time

**Purpose:** Use subject–verb agreement and time choices in short supplied descriptions.

**Prepare:** full C05 / C06 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Read the three complete C05 sentences. Point to the one-tab, two-tab and yesterday records as separate possibilities, not a sequence of actual child actions.

2. Model finding the subject and its verb: one tab shows, two tabs show. Say the complete clause, then compare its meaning and written form.

3. Use the yesterday example to show showed as a past choice; contrast this with C06’s tomorrow plan, whose result is not known.

4. Invite one selected sentence to keep or change. Avoid a compulsory worksheet count; reread the whole chosen source when needed.

5. Notice whether the child can connect a verb choice to its subject or supplied time, and keep the route/help record. Separately observe actual independent spelling only when attempted.

6. Return to the guide job: keep a sentence that says the intended thing clearly, with a brief reason or open question.

### Three changeable routes

A. Choose one C05 tab description and explain its subject–verb match.

B. Use C06 to write/say a careful yesterday or today sentence, or a clearly named tomorrow plan.

C. Indicate one supplied subject and a matching verb through speech/sign/AAC or exact dictation; an adult handles the written form.

**Taught-point word offer:** If show/showed is taught, compare the base and ed spelling with the actual spoken whole words. Do not teach every ed sound or generalisation through this single pair.

**Notice:** A chosen clause matches the supplied singular/plural subject or preserves the stated time/result distinction.

**Next teaching:** Offer One label names / Two labels name as new supported practice, then return to a guide sentence chosen by the learner.

**Partial links:** AC9E3LA06, AC9E3LA08, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day34 · Give each paragraph a job

**Purpose:** Group related information so a reader can find facts and suggested actions.

**Prepare:** full C07 / C08 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Read the entire two-paragraph puzzle guide. Ask what a visitor would look for in each part; offer an adult reading and a full paper alternative.

2. Model a short heading for the kit facts and another for choosing the round card. Compare the actual sentence groups, not paragraph length.

3. Show C08 as a different mixed note. Sort its complete facts and suggested jobs into two proposed groups with a reason.

4. Let children keep or create one paragraph, heading or spoken grouping. A small contribution can do the whole chosen meaning job.

5. Ask Why do these bits belong together? Observe relatedness and purpose, while leaving unattempted print skills unscored.

6. Keep the chosen group for the future guide. Optional feedback can ask whether its heading helps a reader know the job.

### Three changeable routes

A. Choose one useful heading for each C07 paragraph and explain one.

B. Regroup C08’s music-kit note into facts and the bell-picture job.

C. An adult reads each sentence separately; indicate groups with marks/sign/AAC/placement, and dictate a heading if wanted.

**Taught-point word offer:** At an actual taught point, revisit play + er and label + s using the school’s known correspondences; explain meanings before any independent print probe.

**Notice:** Related ideas are grouped for a stated reader purpose, with a heading or explanation that fits.

**Next teaching:** If groups mix unrelated jobs, return to the whole source and ask what the reader needs from each chosen group.

**Partial links:** AC9E3LA04, AC9E3LA05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day35 · Make the guide tell a little story

**Purpose:** Explore story mood and deliberate imaginative language for a small guide or ending.

**Prepare:** full C09 / C10 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Read the whole Lila dragon story, including its unfinished ending; a child need not perform or disclose a personal experience.

2. Model lamp goes out and tap, tap as possible mood clues. Keep Lila pictured the dragon moving as a thought, not proof of motion.

3. Read the four complete verse lines if useful. Discuss repeated sounds or rhythm as a reader choice; quiet marking is as valid as saying them aloud.

4. Invite one new story ending or two small verse lines. Allow copying a supplied source for reference, while marking copied words separately from a new contribution.

5. Ask What did you change for that feeling or job? Notice a connected language/setting choice and the child’s own response; do not assign a compulsory feeling.

6. Keep the text private, read it to a willing adult or leave it ready for later. These sources do not fulfil the year’s required breadth of literature by named cultural authors.

### Three changeable routes

A. Create a playful ending for C09, keeping the original lamp and shelf situation in mind.

B. Use C10’s full verse to choose, keep or change a repeated sound for an imaginary paper job.

C. Use a sketch/sign/AAC or dictated word group to show a possible new setting or feeling; an adult reads the original as often as wanted.

**Taught-point word offer:** At a taught point, try fold + ed → folded and tap + ed → tapped, explicitly teaching the written final-p doubling only if ready. Untaught spelling is handled by an adult, not called independent.

**Notice:** A response links a source language/setting clue or deliberate imaginative change to a reader effect, with a reason.

**Next teaching:** Offer a fresh bright shelf setting and ask which words would suit it; reread the original clues before choosing another version.

**Partial links:** AC9E3LE03, AC9E3LE04, AC9E3LE05, AC9E3LY05. Reference coupling and actual school implementation remain necessary.

## Day36 · Find the page that does the job

**Purpose:** Use contents, heading and the actual destination together.

**Prepare:** full C11 / C12 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Give all three complete C11 pages and contents, as text or an adult-read/paper version. The first job is choosing a card.

2. Model locating Choose a card in contents, following its page2 pointer and checking the actual destination text. A heading alone is not the complete answer.

3. Ask a new kit-parts question and verify it against page1. Let a child refer to the full guide rather than remembering page numbers.

4. Offer a pointer, short explanation or complete different C12 question-finding job. Keep any future digital navigation backed by the same full static source.

5. Record the pointer and meaning the child actually indicates; adult click/page handling and the learner’s selection are distinct.

6. Keep a useful finding sentence, such as Open Questions on page2. No website account or real catalogue search is necessary.

### Three changeable routes

A. Follow C11’s contents to a card-choice page and explain the destination.

B. Use C12 to help a reader find an unanswered question to ask.

C. An adult holds or reads full pages; choose a heading through usual communication and show which page goes with it.

**Taught-point word offer:** If page + s and question + s are actually familiar, rehearse their written/plural meanings at the school’s taught point. Rich guide text remains adult-readable rather than automatically decodable.

**Notice:** The selected navigation words lead to a full page whose content fits the chosen question.

**Next teaching:** If the pointer is correct but meaning is unclear, read its destination and compare the job with the full contents entry.

**Partial links:** AC9E3LA05, AC9E3LY03, AC9E3LY05. Reference coupling and actual school implementation remain necessary.

## Day37 · Make the same job work for a different reader

**Purpose:** Compare how two complete guides support different reader purposes or assumed knowledge.

**Prepare:** full C13 / C14 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Read both full C13 guides to the pretend kit. Tell children the job is the same star-card choice; no reader outcome is supplied.

2. Model noticing that one guide introduces the kit and marks while the other assumes knowledge. Avoid treating shorter as inherently better.

3. Read C14’s maker/player pair when useful. Ask which actions differ because the readers have different jobs. Keep the missing finishing name open.

4. Invite a third version for a chosen reader, a spoken explanation or a reason for keeping a supplied version. No real disability or family situation needs to be disclosed.

5. Ask Which bit would you keep or explain for this reader? Note text-supported choices and the actual help supplied.

6. If there is a willing actual reader, ask a small optional understanding question and save the response separately; otherwise keep the audience choice as a plan.

### Three changeable routes

A. Make C13’s star choice clearer for a new reader in your usual mode.

B. Compare C14 maker and player jobs and change one guide for a different paper job.

C. Ask an adult to read both in small parts; select one relevant detail to explain and dictate or show your version.

**Taught-point word offer:** At a taught point, discuss read + er and play + er as person words. Distinguish word-part meaning from independent reading performance.

**Notice:** A chosen wording or explanation responds to a named reader purpose or supplied difference in knowledge.

**Next teaching:** Return to the same whole job and ask what this reader needs before using a short guide.

**Partial links:** AC9E3LA03, AC9E3LY01, AC9E3LY03, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day38 · Keep the source and its limit together

**Purpose:** Use a dated factual purpose statement or complete fiction without promising service results.

**Prepare:** full C15 / C16 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Default to the full C15 invented directory source. An adult may separately select the reviewed State Library purpose paraphrase in LOCAL-FACT after rechecking its source/date/scope; no child browsing or account is required.

2. Model saying what the directory points to and what it does not establish. Catalogue purpose differs from item availability, borrowing permission and current service operation.

3. Use C16’s whole plan/change pair to practise the same discipline: one postponement does not report completion or cancellation of another job.

4. Invite one helpful source-linked sentence and an open question. Use the full fiction alternative whenever the adult source remains unsuitable or unchecked.

5. Ask Which bit tells you that? Observe supported meaning, source/date use when relevant and what remains unknown. No proof of local service currency is inferred from a child’s answer.

6. Keep source identity, date and limitation beside the guide sentence. Adults may replace a local fact only with the task, source and criteria reviewed together.

### Three changeable routes

A. Use C15 to tell a reader the catalogue purpose and a question still to check.

B. Use C16 to explain the one stated change and one unreported result.

C. An adult reads a single whole source; indicate a supported detail and an open question through usual communication.

**Taught-point word offer:** At the actual taught point, discuss re + check and check + ing as two forms with different meanings; no automatic independent reading claim.

**Notice:** The child uses a supplied statement within its scope and keeps an unsupported current/result claim open.

**Next teaching:** Offer a new fictional directory with a different collection purpose and practise separating purpose from a successful search.

**Partial links:** AC9E3LA10, AC9E3LY05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day39 · Build the guide you wanted at the start

**Purpose:** Create and deliberately revise a small useful guide from a complete known source.

**Prepare:** full C17 / C18 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Choose an earlier whole source or C17/C18 and name a reader/job. Offer one heading, paragraph, finding clue or connected small guide as a workable finish.

2. Model one C17 source repair or C18 keep/change decision. Keep first words visible and make the reason part of the new version, without claiming a reader result.

3. Plan a small order: name the thing, say the job, give the relevant detail and point to a next part if needed. Child priorities may choose another coherent order.

4. Offer the three routes, with all sources still accessible and genuinely empty own spaces. An adult can handle materials or write exact words while the learner controls meaning.

5. Notice source-supported composition and the chosen edit/keep reason. Separate copying, adult suggestions and own choice; actually attempted reading/writing skills need their own observations.

6. Save a preferred version through paper/manual copy or another locally appropriate method. Future temporary digital fields must openly explain leaving/reload loss.

### Three changeable routes

A. Repair one C17 sentence using the complete kit record and explain the edit.

B. Keep or improve C18’s caption for its intended reader, with a source-supported reason.

C. Use an earlier C01–C16 source and one small guide part; compose through usual communication with exact adult scribing if wanted.

**Taught-point word offer:** Use the school’s actual taught word family selected from the chosen guide. Offer a full model when prerequisites are absent; source correctness is distinct from spelling independence.

**Notice:** An own text choice, heading or guide part fits its source and reader purpose; a chosen revision or keep reason is meaningful.

**Next teaching:** If a draft names an unstated fact, return to the exact complete source and revise one useful part together before another own attempt.

**Partial links:** AC9E3LA04, AC9E3LA06, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

## Day40 · Try a reader question and keep what helps

**Purpose:** Review a chosen guide, explain a useful change and plan the next teaching from actual evidence.

**Prepare:** full C19 / C20 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

### Six moves

1. Read C19’s whole feedback story, preserving the absent second-reader result. Invite the child to choose one guide part they made or begin a new C20 version.

2. Model the explicit heading/page revision and a separate question about whether it helps the reader. Do not turn the fictional feedback into a real success claim.

3. Prepare a short private show/tell only if wanted. Rehearsal and actual delivery/listening/interaction are recorded separately; no forced voice, gaze or public performance.

4. A willing actual reader may ask one useful question; exact own words and help are preserved. Children may instead review the complete fictional pair through paper/sign/AAC/dictation.

5. Keep first/revised words and the child’s reason. Name anything unobserved. Reserve any future fresh assessment source until after saved first evidence and actually recorded next teaching.

6. Choose one next step: clearer detail, better grouping, a more useful pointer, source limit or actual taught word skill. Keep the guide private or share only with local consent.

### Three changeable routes

A. Use C19 to explain the pointer change and ask what still needs checking.

B. Compare C20’s two full captions against C01 and keep or create your own improvement.

C. Choose one own guide part, show it privately in your usual route, and let an adult record your reason without adding one.

**Taught-point word offer:** Individually revisit a genuinely taught word from the selected guide. Unobserved decoding, spelling and joined handwriting remain unobserved; copied forms do not establish independence.

**Notice:** A source-supported keep/change reason or reader question relates to the stated job; actual interaction/presentation is evidenced only where it occurred.

**Next teaching:** Use the observed component to choose a complete different next source; offer actual teaching before treating any later attempt as follow-up evidence.

**Partial links:** AC9E3LY02, AC9E3LY06, AC9E3LY07. Reference coupling and actual school implementation remain necessary.


## Complete future teaching use

This full proposal extends the original starter; it is still not a generated or accepted source bank. Choose a small useful finish, keep all source text available, and allow repeating or changing routes. Use the school’s actual taught reading, spelling and joined-letter programme alongside these meaning jobs. A written guide, an adult-read explanation and independently read text show different evidence. Optional word vocabulary work on Day32 can compare a mark (noun) with mark the place (verb), explicitly as an additional supplied word-use example rather than an observed pupil skill.


# Complete original context bank

## C01

**Child Invitation:** Help someone find the badge with the hole. Which words would you use?

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C01

**Limit:** A hole or stripe does not identify an owner or a real material strength.

**Next Teaching:** Hide the model wording, reread the two descriptions and ask which detail would still separate them if the stripes were covered.

**Possible Staff Worked:** The round badge with the square centre hole distinguishes the chosen drawing. The striped rim adds another recorded detail.

**Whole Source:** Invented display record: A round paper badge has a narrow striped rim and a square hole in its centre. A plain round badge beside it has no centre hole. Neither badge has an owner label.

## C02

**Child Invitation:** Make a short clue for one token. Let a reader point to its picture.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C02

**Limit:** No speed, game result or best token is supplied.

**Next Teaching:** Choose a different token and change only the words needed to identify it. Record actual reader interpretation separately if tried.

**Possible Staff Worked:** The short oval token with one dot singles out a recorded piece; the square token with three dots is equally valid if that is the chosen piece.

**Whole Source:** Original game-kit note: The kit picture has a long oval token with three dots, a short oval token with one dot and a square token with three dots. The note names no winning token.

## C03

**Child Invitation:** Tell a reader what the arrows mean in this guide.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C03

**Limit:** The guide does not prove the creature will balance or that arrows improve every reader response.

**Next Teaching:** Compare a new guide whose arrow points to a label rather than a place; ask what that arrow is doing.

**Possible Staff Worked:** The arrows connect each drawn foot with its planned place; they help explain where the plan puts the feet.

**Whole Source:** Fictional model guide, paragraph1: The paper creature has two folded feet. A drawn arrow points from each foot to the marked standing place. Paragraph2: Put the drawn feet on the marked places in this paper plan. The writer wants a reader to match the creature to its picture; no balancing trial is reported.

## C04

**Child Invitation:** Make a two-sentence guide to this drawing job.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C04

**Limit:** A paper marking plan does not demonstrate a safe physical repair or a reason for damage.

**Next Teaching:** Change the mark to an outline and ask which words now need changing; keep the object and task in view.

**Possible Staff Worked:** Find the loose drawn zip tab. Put a question mark beside it. These sentences stay inside the supplied paper task.

**Whole Source:** Original pretend repair card: A pouch sketch has a label ZIP PULL beside a loose drawn tab. The written plan says: Find the loose tab in the sketch. Put a question mark beside it. No real pouch repair or cause of damage is described.

## C05

**Child Invitation:** Pick one sentence and explain who or what does the showing.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C05

**Limit:** These invented sentences do not report an actual tab user or establish every English agreement or tense pattern.

**Next Teaching:** Use the supplied new pair One label names the box / Two labels name the boxes and try another subject–verb match.

**Possible Staff Worked:** One tab is the subject of shows; two tabs is the subject of show. The yesterday sentence uses showed for a past description.

**Whole Source:** Complete original grammar card: One tab shows the title. Two tabs show the titles. Yesterday, one tab showed the title. These are three possible description sentences for three different invented records.

## C06

**Child Invitation:** Explain one change without saying the future has happened.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C06

**Limit:** A plan is not a completed event; future wording needs to preserve that distinction.

**Next Teaching:** Replace shield with banner in a fresh written version, keep the time words and review the actual verb choices.

**Possible Staff Worked:** The first two lines report different imagined shields on yesterday and today. The third is a plan for tomorrow.

**Whole Source:** Original toy-story record: Yesterday, Bo carried a flat paper shield. Today, Bo carries a round paper shield in the story. Tomorrow, Bo plans to carry a striped shield. The story supplies no tomorrow result.

## C07

**Child Invitation:** Give each paragraph a useful heading.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C07

**Limit:** Moving a heading does not add a new kit fact or prove a reader followed the guide.

**Next Teaching:** Offer a separate sentence about a storage box and ask which existing paragraph could contain it—or whether it needs a new group.

**Possible Staff Worked:** Kit parts groups what is in the drawing; Find the round card groups the suggested selection actions. Equivalent headings are valid.

**Whole Source:** Complete original information guide. Paragraph1: The pretend puzzle kit has three card shapes: round, square and triangular. Each card has one large mark. Paragraph2: To choose the drawn round card, first find its curved edge. Then check its large mark. This is a drawing-selection guide, not a report of somebody completing the puzzle.

## C08

**Child Invitation:** Put related information together so the reader can find the kit facts and the job.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C08

**Limit:** More than one grouping can work if the child explains the purpose; listening to this note is not independent print reading.

**Next Teaching:** Supply the new sentence The drum card has a striped frame and ask which group it joins and why.

**Possible Staff Worked:** One paragraph can group the two kit facts; another can group finding the bell picture and reading its name.

**Whole Source:** Original mixed note: The imaginary music kit has a drum card and a bell card. Find the bell picture. Each card has a name under it. Read the name beside the bell picture. No sound or live performance occurs.

## C09

**Child Invitation:** Which words change the feeling of the story? Make your own new ending.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C09

**Limit:** No final finding, dragon movement or shared feeling is stated. A personal response may differ with reasons.

**Next Teaching:** Choose a bright, playful setting for a new ending and explain one language change that fits it.

**Possible Staff Worked:** The lamp going out and tap, tap can suggest a mysterious mood. Lila imagining the dragon moving is her thought, not a recorded moving dragon.

**Whole Source:** Complete original story: Lila wanted visitors to find her paper dragon. She wrote DRAGON over its little box. Then the lamp in the story went out. Lila heard tap, tap from the shelf and pictured the dragon tiptoeing away. Her brother Ren held a spare paper sign and said, “We could put this by the box.” The story ends before anyone checks the shelf.

## C10

**Child Invitation:** Try the sound or rhythm quietly—or show the repeated words. What effect do they have for you?

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C10

**Limit:** No compulsory voice, rhythm copying, music skill or physical action is required.

**Next Teaching:** Create two new lines for an imaginary drawing job and keep or change the repeated sound deliberately.

**Possible Staff Worked:** Repeated tap and the rhyme flap/tap can give the verse a patterned playful sound. A reader may describe another effect.

**Whole Source:** Complete original tiny verse: Paper feet, paper flap. / Fold a corner, tap, tap, tap. / On our drawn and dotted track, / Make a mark, then wander back. This is an invented rhyme about a paper drawing job, not instructions for children to move around.

## C11

**Child Invitation:** Where would a reader go to choose a card? Explain what helped you find it.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C11

**Limit:** A heading is a pointer, not evidence that anyone visited or used the page.

**Next Teaching:** Ask a different question about kit parts, follow its pointer and compare the destination with the complete page1 text.

**Possible Staff Worked:** The contents directs that job to Choose a card on page2; the actual page2 contains the choice.

**Whole Source:** Complete original three-page guide. Contents: Kit parts—page1; Choose a card—page2; Put it away—page3. Page1 says: The invented kit has one star card and one moon card. Page2 says: Choose the moon card if you want the moon picture; otherwise choose the star card. Page3 says: In this paper plan, place the chosen card in the drawn storage rectangle. No real storage trial occurs.

## C12

**Child Invitation:** Make a finding clue for someone who wants a question to ask.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C12

**Limit:** The booklet neither identifies real shells/leaves nor supplies an owner or scientific classification.

**Next Teaching:** Create another page pointer for a reader who wants label shapes and keep unanswered questions unanswered.

**Possible Staff Worked:** Go to Questions on page2 identifies the relevant destination and its purpose.

**Whole Source:** Complete original two-page collection booklet. Contents: Label shapes—page1; Questions—page2. Page1: The toy collection sketch uses circle labels for two invented shells and square labels for two invented leaves. Page2: Who made the labels? What did the writer use to choose the shapes? No answers to those questions are supplied.

## C13

**Child Invitation:** Who might each guide help, and which words make you think that?

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C13

**Limit:** Both can be useful; fewer words is not always better, and real audience needs are not known from the titles alone.

**Next Teaching:** Write a third version for a reader who wants spoken instructions; keep the same choice and explain your change.

**Possible Staff Worked:** The new-reader version explains the marks and kit; the familiar-reader version assumes the reader knows the star card.

**Whole Source:** Two complete original guides to the same pretend kit. New-reader guide: “There are two cards. A star mark names the star card. Pick that one if your drawing needs a star.” Familiar-reader guide: “For a star drawing, choose the star card.” Both guide a paper choice; neither reports a reader result.

## C14

**Child Invitation:** Explain one difference that helps each reader do their job.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C14

**Limit:** No final name, winning rule or actual group agreement is supplied.

**Next Teaching:** Offer a fresh two-reader guide for a paper display: one reader places a heading, another uses it to find a drawing.

**Possible Staff Worked:** The maker is asked to label and wait; the player is asked to use the supplied mark and ask about the missing name.

**Whole Source:** Original pretend board guide pair. Maker note: “Mark the empty starting square START. Leave the finishing square without a mark until the group chooses its name.” Player note: “Begin on the square marked START. Ask what the finishing square will be called.” The finishing name has not been chosen.

## C15

**Child Invitation:** Tell someone what they could look for next without promising a result.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C15

**Limit:** This is not a real library, account, resource entitlement or service promise.

**Next Teaching:** Use a new invented directory for a game-piece collection and keep purpose separate from the result of searching.

**Possible Staff Worked:** The directory points to a catalogue for a collection search; whether a particular item is available still needs a relevant current source.

**Whole Source:** Complete fictional source-review card, written for this pack: “The Paper Place directory points readers to its Find-a-card catalogue for searching the pretend collection. This tells us the catalogue’s stated purpose. It does not say a particular card is available, that a reader can borrow it, or that a service is open today.” Paper Place is entirely invented.

## C16

**Child Invitation:** Help a reader say what changed and what is still unknown.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C16

**Limit:** No result must be invented from the absence of a report.

**Next Teaching:** Give a fresh programme with two paper-story jobs and cancel only one; ask what the new record supports.

**Possible Staff Worked:** The planned map page is postponed. The record does not say the labels page is complete or cancelled.

**Whole Source:** Original dated paper-play notes. Monday plan: “The pretend display guide will include a map page and a labels page.” Tuesday change note: “The map page is postponed. The note gives no completed labels-page result.” No real dates, weather or school service are represented.

## C17

**Child Invitation:** Choose one edit that helps the guide match its record.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C17

**Limit:** The child may choose one edit, keep a separate part with a reason, or ask about the missing colour.

**Next Teaching:** Give a fresh mismatched label draft for an oval token and practise one chosen repair at a time.

**Possible Staff Worked:** This kit has two paper feet fixes a subject–verb match; The feet sit on two dots is another valid edit. A triangular start mark corrects the unsupported colour description.

**Whole Source:** Complete original creature-card draft: “This kit have two paper feet. The feet sits on two dots. Find the red mark to start.” The supplied kit record says it has two paper feet, two standing dots and a start mark identified by a triangle, with no colour specified.

## C18

**Child Invitation:** Keep or change the guide and tell a reader why.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C18

**Limit:** A picture caption is not an actual packing event or proof a lid fits.

**Next Teaching:** Try a new picture record with the lid behind the box and decide which words need changing.

**Possible Staff Worked:** Keeping it is valid if beside is clear for the intended reader; changing to to the right of the box can make the picture relation more precise.

**Whole Source:** Complete original box-guide draft: “The badge goes in the box, and the lid rests beside it.” Its source record shows a badge drawn inside the box and a lid drawn to the right of the box. The guide writer wants to describe that picture.

## C19

**Child Invitation:** Explain one change and one thing you would still want to check.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C19

**Limit:** The first comment is not a classroom trial or proof the revision worked.

**Next Teaching:** Create a different explicit pointer for the Questions page in C12 and invite actual optional feedback separately.

**Possible Staff Worked:** The revision names a heading and page; whether this reader now finds it still requires a new response.

**Whole Source:** Complete original feedback story: A writer’s first guide says “Look on the page with the kit.” A fictional reader says “I’m not sure which page you mean.” The writer drafts “Open Kit parts on page1.” No second reader response is supplied.

## C20

**Child Invitation:** Show one useful change, or keep a part and explain your choice.

**Classification:** Complete original fictional teaching source, not a real pupil result

**Id:** C20

**Limit:** A revision can show a text-making choice; it does not automatically show independent decoding, spelling, handwriting or successful use.

**Next Teaching:** Try a new object record in a familiar interest and keep separate first words, feedback and the next version.

**Possible Staff Worked:** Round badge and square hole make the description specific to the record and the named finding job.

**Whole Source:** Complete original folio pair. First words: “The card has a thing in the middle.” Chosen revision: “The round badge has a square hole in the middle.” Source: the C01 invented badge record. Writer note: “I chose these words to help someone find that drawing.” No independent reader test is recorded.

# Ten complete home activities

## Day31 · Badge-finding clue

**Title:** Badge-finding clue

**Whole Source:** Invented display record: A round paper badge has a narrow striped rim and a square hole in its centre. A plain round badge beside it has no centre hole. Neither badge has an owner label.

**Invitation:** Tell or show a clue for the square-hole badge, using one actual feature.

**Possible Staff Reasoning:** The round badge with the square centre hole distinguishes the chosen drawing. The striped rim adds another recorded detail.

**Limits:** A hole or stripe does not identify an owner or a real material strength.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Tell or show a clue for the square-hole badge, using one actual feature. The source can stay beside the response.

3. Ask Which detail separates these two drawings? Record exact words/help only if wanted; keep the outcome private.

## Day32 · The tiny marking guide

**Title:** The tiny marking guide

**Whole Source:** Original pretend repair card: A pouch sketch has a label ZIP PULL beside a loose drawn tab. The written plan says: Find the loose tab in the sketch. Put a question mark beside it. No real pouch repair or cause of damage is described.

**Invitation:** Make two small sentences for the supplied drawing job.

**Possible Staff Reasoning:** Find the loose drawn zip tab. Put a question mark beside it. These sentences stay inside the supplied paper task.

**Limits:** A paper marking plan does not demonstrate a safe physical repair or a reason for damage.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Make two small sentences for the supplied drawing job. The source can stay beside the response.

3. Ask Which sentence tells the finding job, and which tells the mark? Record exact words/help only if wanted; keep the outcome private.

## Day33 · Yesterday, today, tomorrow

**Title:** Yesterday, today, tomorrow

**Whole Source:** Original toy-story record: Yesterday, Bo carried a flat paper shield. Today, Bo carries a round paper shield in the story. Tomorrow, Bo plans to carry a striped shield. The story supplies no tomorrow result.

**Invitation:** Choose one shield line and tell someone its time.

**Possible Staff Reasoning:** The first two lines report different imagined shields on yesterday and today. The third is a plan for tomorrow.

**Limits:** A plan is not a completed event; future wording needs to preserve that distinction.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Choose one shield line and tell someone its time. The source can stay beside the response.

3. Ask What is planned, and what is actually reported? Record exact words/help only if wanted; keep the outcome private.

## Day34 · A pocket guide with two jobs

**Title:** A pocket guide with two jobs

**Whole Source:** Original mixed note: The imaginary music kit has a drum card and a bell card. Find the bell picture. Each card has a name under it. Read the name beside the bell picture. No sound or live performance occurs.

**Invitation:** Group the full music note into kit facts and the bell-finding job.

**Possible Staff Reasoning:** One paragraph can group the two kit facts; another can group finding the bell picture and reading its name.

**Limits:** More than one grouping can work if the child explains the purpose; listening to this note is not independent print reading.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Group the full music note into kit facts and the bell-finding job. The source can stay beside the response.

3. Ask Why do those words belong together? Record exact words/help only if wanted; keep the outcome private.

## Day35 · Change the sound

**Title:** Change the sound

**Whole Source:** Complete original tiny verse: Paper feet, paper flap. / Fold a corner, tap, tap, tap. / On our drawn and dotted track, / Make a mark, then wander back. This is an invented rhyme about a paper drawing job, not instructions for children to move around.

**Invitation:** Keep or change a repeated sound in a tiny new verse.

**Possible Staff Reasoning:** Repeated tap and the rhyme flap/tap can give the verse a patterned playful sound. A reader may describe another effect.

**Limits:** No compulsory voice, rhythm copying, music skill or physical action is required.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Keep or change a repeated sound in a tiny new verse. The source can stay beside the response.

3. Ask What effect did you choose? Record exact words/help only if wanted; keep the outcome private.

## Day36 · A pointer that reaches a question

**Title:** A pointer that reaches a question

**Whole Source:** Complete original two-page collection booklet. Contents: Label shapes—page1; Questions—page2. Page1: The toy collection sketch uses circle labels for two invented shells and square labels for two invented leaves. Page2: Who made the labels? What did the writer use to choose the shapes? No answers to those questions are supplied.

**Invitation:** Help an imagined reader find Questions on page2.

**Possible Staff Reasoning:** Go to Questions on page2 identifies the relevant destination and its purpose.

**Limits:** The booklet neither identifies real shells/leaves nor supplies an owner or scientific classification.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Help an imagined reader find Questions on page2. The source can stay beside the response.

3. Ask Does that page supply an answer? Record exact words/help only if wanted; keep the outcome private.

## Day37 · Same board, different jobs

**Title:** Same board, different jobs

**Whole Source:** Original pretend board guide pair. Maker note: “Mark the empty starting square START. Leave the finishing square without a mark until the group chooses its name.” Player note: “Begin on the square marked START. Ask what the finishing square will be called.” The finishing name has not been chosen.

**Invitation:** Explain one maker/player difference, or make a new guide for one job.

**Possible Staff Reasoning:** The maker is asked to label and wait; the player is asked to use the supplied mark and ask about the missing name.

**Limits:** No final name, winning rule or actual group agreement is supplied.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Explain one maker/player difference, or make a new guide for one job. The source can stay beside the response.

3. Ask What does this reader need to do? Record exact words/help only if wanted; keep the outcome private.

## Day38 · What can the directory promise?

**Title:** What can the directory promise?

**Whole Source:** Complete fictional source-review card, written for this pack: “The Paper Place directory points readers to its Find-a-card catalogue for searching the pretend collection. This tells us the catalogue’s stated purpose. It does not say a particular card is available, that a reader can borrow it, or that a service is open today.” Paper Place is entirely invented.

**Invitation:** Make a helpful catalogue-purpose sentence and one open question.

**Possible Staff Reasoning:** The directory points to a catalogue for a collection search; whether a particular item is available still needs a relevant current source.

**Limits:** This is not a real library, account, resource entitlement or service promise.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Make a helpful catalogue-purpose sentence and one open question. The source can stay beside the response.

3. Ask Which result would still need a new source? Record exact words/help only if wanted; keep the outcome private.

## Day39 · Keep a caption or make it clearer

**Title:** Keep a caption or make it clearer

**Whole Source:** Complete original box-guide draft: “The badge goes in the box, and the lid rests beside it.” Its source record shows a badge drawn inside the box and a lid drawn to the right of the box. The guide writer wants to describe that picture.

**Invitation:** Choose a supported keep/change for the box-guide picture description.

**Possible Staff Reasoning:** Keeping it is valid if beside is clear for the intended reader; changing to to the right of the box can make the picture relation more precise.

**Limits:** A picture caption is not an actual packing event or proof a lid fits.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Choose a supported keep/change for the box-guide picture description. The source can stay beside the response.

3. Ask What source detail supports your choice? Record exact words/help only if wanted; keep the outcome private.

## Day40 · Your useful guide choice

**Title:** Your useful guide choice

**Whole Source:** Complete original folio pair. First words: “The card has a thing in the middle.” Chosen revision: “The round badge has a square hole in the middle.” Source: the C01 invented badge record. Writer note: “I chose these words to help someone find that drawing.” No independent reader test is recorded.

**Invitation:** Keep or change one guide part and explain why.

**Possible Staff Reasoning:** Round badge and square hole make the description specific to the record and the named finding job.

**Limits:** A revision can show a text-making choice; it does not automatically show independent decoding, spelling, handwriting or successful use.

**Access:** Optional short paper/oral/sign/AAC/drawing/type/exact-scribing activity. No purchase, printer, device, returned work or personal disclosure required. Stop, split, repeat or change the route.

**Adult moves:**

1. Read the complete source, or give it in the usual communication route. Let the child just listen first if wanted.

2. Keep or change one guide part and explain why. The source can stay beside the response.

3. Ask What would you want a willing reader to check? Record exact words/help only if wanted; keep the outcome private.

# Ten larger optional projects

## Day31 · Make a game-piece finder

**Title:** Make a game-piece finder

**Whole Source:** Original game-kit note: The kit picture has a long oval token with three dots, a short oval token with one dot and a square token with three dots. The note names no winning token.

**Invitation:** Choose one token, compose its clue, then try a second token with changed identifying words.

**Complete Sequence:** Keep the original full note accessible. Mark source details, make one clue, then explain one change for the second token.

**Possible Staff Reasoning:** The short oval token with one dot singles out a recorded piece; the square token with three dots is equally valid if that is the chosen piece.

**Notice:** A clue uses actual distinguishing detail; reader success is separate.

**Limits:** No speed, game result or best token is supplied.

**Access:** Change the pretend pieces in a clearly labelled new original record if a different interest is wanted. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day32 · Build a paper guide lab

**Title:** Build a paper guide lab

**Whole Source:** Fictional model guide, paragraph1: The paper creature has two folded feet. A drawn arrow points from each foot to the marked standing place. Paragraph2: Put the drawn feet on the marked places in this paper plan. The writer wants a reader to match the creature to its picture; no balancing trial is reported.

**Invitation:** Plan two different arrow jobs: supplied placement and a newly labelled imagined name-arrow.

**Complete Sequence:** Explain the full supplied placement arrows, make a separate invented label-arrow example, and name what each connects.

**Possible Staff Reasoning:** The arrows connect each drawn foot with its planned place; they help explain where the plan puts the feet.

**Notice:** The supplied arrow meaning and new example are not confused.

**Limits:** The guide does not prove the creature will balance or that arrows improve every reader response.

**Access:** No balancing, folding dexterity or creature-building is required. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day33 · A sentence switchboard

**Title:** A sentence switchboard

**Whole Source:** Complete original grammar card: One tab shows the title. Two tabs show the titles. Yesterday, one tab showed the title. These are three possible description sentences for three different invented records.

**Invitation:** Make a small subject/time display using the three full clauses and a new One label names / Two labels name pair.

**Complete Sequence:** Read the original three separate descriptions; identify each subject and verb; create the explicit new pair with help.

**Possible Staff Reasoning:** One tab is the subject of shows; two tabs is the subject of show. The yesterday sentence uses showed for a past description.

**Notice:** A chosen full clause matches subject/time, with actual assistance recorded.

**Limits:** These invented sentences do not report an actual tab user or establish every English agreement or tense pattern.

**Access:** Card arranging, speech/sign/AAC or exact dictation are full meaning routes. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day34 · A kit guide you can actually search

**Title:** A kit guide you can actually search

**Whole Source:** Complete original information guide. Paragraph1: The pretend puzzle kit has three card shapes: round, square and triangular. Each card has one large mark. Paragraph2: To choose the drawn round card, first find its curved edge. Then check its large mark. This is a drawing-selection guide, not a report of somebody completing the puzzle.

**Invitation:** Keep two paragraphs and add chosen headings plus a reader question for each.

**Complete Sequence:** Read the entire puzzle source; group facts and selection; choose headings; ask which full group answers each reader question.

**Possible Staff Reasoning:** Kit parts groups what is in the drawing; Find the round card groups the suggested selection actions. Equivalent headings are valid.

**Notice:** A heading and grouped content fit the named job.

**Limits:** Moving a heading does not add a new kit fact or prove a reader followed the guide.

**Access:** One complete paragraph can be a sufficient chosen finish. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day35 · The little story studio

**Title:** The little story studio

**Whole Source:** Complete original story: Lila wanted visitors to find her paper dragon. She wrote DRAGON over its little box. Then the lamp in the story went out. Lila heard tap, tap from the shelf and pictured the dragon tiptoeing away. Her brother Ren held a spare paper sign and said, “We could put this by the box.” The story ends before anyone checks the shelf.

**Invitation:** Compose a new ending, or a separate two-line verse, with one deliberate language choice.

**Complete Sequence:** Keep the supplied stopping point visible; choose a new event or setting; label it as your continuation; explain a word or sound choice.

**Possible Staff Reasoning:** The lamp going out and tap, tap can suggest a mysterious mood. Lila imagining the dragon moving is her thought, not a recorded moving dragon.

**Notice:** A connected imagined contribution has an explained choice.

**Limits:** No final finding, dragon movement or shared feeling is stated. A personal response may differ with reasons.

**Access:** No public reading, movement or shared mood is compulsory. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day36 · A mini contents adventure

**Title:** A mini contents adventure

**Whole Source:** Complete original three-page guide. Contents: Kit parts—page1; Choose a card—page2; Put it away—page3. Page1 says: The invented kit has one star card and one moon card. Page2 says: Choose the moon card if you want the moon picture; otherwise choose the star card. Page3 says: In this paper plan, place the chosen card in the drawn storage rectangle. No real storage trial occurs.

**Invitation:** Make three paper places for the three supplied pages and help a reader follow a chosen job.

**Complete Sequence:** Use all actual contents and destination text; choose a job; give a pointer; check the destination meaning before another job.

**Possible Staff Reasoning:** The contents directs that job to Choose a card on page2; the actual page2 contains the choice.

**Notice:** A useful pointer reaches matching full content.

**Limits:** A heading is a pointer, not evidence that anyone visited or used the page.

**Access:** An adult may turn pages while the learner controls the selection. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day37 · One choice, three guides

**Title:** One choice, three guides

**Whole Source:** Two complete original guides to the same pretend kit. New-reader guide: “There are two cards. A star mark names the star card. Pick that one if your drawing needs a star.” Familiar-reader guide: “For a star drawing, choose the star card.” Both guide a paper choice; neither reports a reader result.

**Invitation:** Make a third guide to the same star-card job for a reader you choose.

**Complete Sequence:** Read both original versions; locate assumptions; name the chosen audience/job; compose and explain a useful change.

**Possible Staff Reasoning:** The new-reader version explains the marks and kit; the familiar-reader version assumes the reader knows the star card.

**Notice:** The new wording responds to audience while keeping the source choice.

**Limits:** Both can be useful; fewer words is not always better, and real audience needs are not known from the titles alone.

**Access:** The chosen reader can be imagined; no personal disclosure or live audience is needed. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day38 · A source-check desk

**Title:** A source-check desk

**Whole Source:** Original dated paper-play notes. Monday plan: “The pretend display guide will include a map page and a labels page.” Tuesday change note: “The map page is postponed. The note gives no completed labels-page result.” No real dates, weather or school service are represented.

**Invitation:** Make a supported notice about the one programme change and a separate check-next question.

**Complete Sequence:** Read the Monday and Tuesday notes; mark the one postponed map-page job; preserve the unreported labels result; draft a useful notice.

**Possible Staff Reasoning:** The planned map page is postponed. The record does not say the labels page is complete or cancelled.

**Notice:** A stated change stays separate from an unreported result.

**Limits:** No result must be invented from the absence of a report.

**Access:** The full fiction avoids child accounts, real service claims or current local data. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day39 · A tiny guide rescue

**Title:** A tiny guide rescue

**Whole Source:** Complete original creature-card draft: “This kit have two paper feet. The feet sits on two dots. Find the red mark to start.” The supplied kit record says it has two paper feet, two standing dots and a start mark identified by a triangle, with no colour specified.

**Invitation:** Choose one grammar or source-detail repair and keep first/revised words with its reason.

**Complete Sequence:** Read draft and full kit record; choose one useful mismatch; compose a correction; keep the other parts available for later if wanted.

**Possible Staff Reasoning:** This kit has two paper feet fixes a subject–verb match; The feet sit on two dots is another valid edit. A triangular start mark corrects the unsupported colour description.

**Notice:** A chosen edit has a supported reason without requiring all repairs.

**Limits:** The child may choose one edit, keep a separate part with a reason, or ask about the missing colour.

**Access:** An adult can write exact words; independent spelling is recorded only where attempted. Choose a small part; no time/box/word quota, purchase, printer or returned work.

## Day40 · Try a useful reader question

**Title:** Try a useful reader question

**Whole Source:** Complete original feedback story: A writer’s first guide says “Look on the page with the kit.” A fictional reader says “I’m not sure which page you mean.” The writer drafts “Open Kit parts on page1.” No second reader response is supplied.

**Invitation:** Use the fictional feedback to explain a pointer revision, then optionally invite one willing actual reader question about an own guide.

**Complete Sequence:** Preserve first words, fictional comment and revision; keep absent second response open; if a real reader agrees, record only the actual new response separately.

**Possible Staff Reasoning:** The revision names a heading and page; whether this reader now finds it still requires a new response.

**Notice:** A source-supported revision reason or relevant question is contributed.

**Limits:** The first comment is not a classroom trial or proof the revision worked.

**Access:** Paper/private review without a real audience still does the chosen meaning job. Choose a small part; no time/box/word quota, purchase, printer or returned work.

# 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.


# My useful guide and paper twins

**Title:** My useful guide

**Contract:** All seven strings remain exact across one/all questions, view, source return and paper preview. Optional job change does not silently clear answers. It proposes an explicit confirmation with Cancel/Escape retaining every value and any two kept identities. A chosen new job clears current answers only after confirmation; kept identities retain their original job and words. Preview inserts literal text, never HTML. No placeholder worked answers. Two whole kept versions have explicit child-chosen names/identities and explicit comparison selection; compare shows complete source/job/view/string identity, including empty values. Restore replaces current words only by the explicitly selected version and reports it. Clear current and clear kept are separate scoped confirmations with Cancel/Escape; no hiding or implicit overwrite of a saved version. Source panel remains in the same page, initially closed and opens without leaving the draft. One-question progression and source-return retain the focused or selected response. Temporary words live only in this tab; visible leaving/reloading/closing loss notice before use. Print/paper no-JS twin exposes all seven labels and empty spaces without depending on script. No account, upload, AI, autoscore, export-to-server, real name or location required. Actual handlers/keyboard/string parity/Browser and real print/AT checks are later gates, not accomplished in this proposal.

**Seven optional labels:**

Reader and chosen job

Source and useful detail

Heading

First paragraph or guide part

Next paragraph or page pointer

Open question

Keep or change reason

Eight future own pages, each with four genuinely empty answer areas; each exact whole neutral source starts closed in the same page. No staff models, criteria interpretations or next responses on those own pages. Full response identity/source/date/help travel in separate staff records. Neutral source open/return and question chunking retain all four strings, Enter/Tab focus, and paper/no-JS content. Every actual page later requires Browser testing with invented review data, not child records.

Editable original text/data remain downloadable in the eventual source bank. A proposed contribution preserves the first version, names original file/source/date, states exact replacement and reason, links updated primary information, preserves credits and marks new claims. No child personal data. A teacher can review the whole source-task-criterion-example-alt together and submit through the site’s genuine approved contribution channel when available; this proposal adds no invented submission receipt or automated publication.

# Ten genuinely blank daily sheets

## Day31

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day32

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day33

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day34

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day35

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day36

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day37

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day38

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day39

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

## Day40

All answer interiors must be truly empty. Full supplied source is separate; worked models are staff-only and never response placeholders. One field or free paper can be enough. Adult exact scribing preserves the learner’s contribution; unattempted skills remain unobserved.

My chosen job

Source detail I used

My own guide part or idea

What I would keep, change or ask

# Ten full original read-aloud candidates

## Day31 · Make a clue that actually finds the thing

Today you can use a precise noun group to identify a supplied object. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Invented display record: A round paper badge has a narrow striped rim and a square hole in its centre. A plain round badge beside it has no centre hole. Neither badge has an owner label. You could Help someone find the badge with the hole. Which words would you use? There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. A hole or stripe does not identify an owner or a real material strength.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day32 · Tell someone what the guide is doing

Today you can explain a text/image relationship for a stated paper job. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Fictional model guide, paragraph1: The paper creature has two folded feet. A drawn arrow points from each foot to the marked standing place. Paragraph2: Put the drawn feet on the marked places in this paper plan. The writer wants a reader to match the creature to its picture; no balancing trial is reported. You could Tell a reader what the arrows mean in this guide. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. The guide does not prove the creature will balance or that arrows improve every reader response.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day33 · Make the sentence match its subject and time

Today you can use subject–verb agreement and time choices in short supplied descriptions. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete original grammar card: One tab shows the title. Two tabs show the titles. Yesterday, one tab showed the title. These are three possible description sentences for three different invented records. You could Pick one sentence and explain who or what does the showing. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. These invented sentences do not report an actual tab user or establish every English agreement or tense pattern.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day34 · Give each paragraph a job

Today you can group related information so a reader can find facts and suggested actions. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete original information guide. Paragraph1: The pretend puzzle kit has three card shapes: round, square and triangular. Each card has one large mark. Paragraph2: To choose the drawn round card, first find its curved edge. Then check its large mark. This is a drawing-selection guide, not a report of somebody completing the puzzle. You could Give each paragraph a useful heading. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. Moving a heading does not add a new kit fact or prove a reader followed the guide.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day35 · Make the guide tell a little story

Today you can explore story mood and deliberate imaginative language for a small guide or ending. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete original story: Lila wanted visitors to find her paper dragon. She wrote DRAGON over its little box. Then the lamp in the story went out. Lila heard tap, tap from the shelf and pictured the dragon tiptoeing away. Her brother Ren held a spare paper sign and said, “We could put this by the box.” The story ends before anyone checks the shelf. You could Which words change the feeling of the story? Make your own new ending. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. No final finding, dragon movement or shared feeling is stated. A personal response may differ with reasons.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day36 · Find the page that does the job

Today you can use contents, heading and the actual destination together. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete original three-page guide. Contents: Kit parts—page1; Choose a card—page2; Put it away—page3. Page1 says: The invented kit has one star card and one moon card. Page2 says: Choose the moon card if you want the moon picture; otherwise choose the star card. Page3 says: In this paper plan, place the chosen card in the drawn storage rectangle. No real storage trial occurs. You could Where would a reader go to choose a card? Explain what helped you find it. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. A heading is a pointer, not evidence that anyone visited or used the page.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day37 · Make the same job work for a different reader

Today you can compare how two complete guides support different reader purposes or assumed knowledge. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Two complete original guides to the same pretend kit. New-reader guide: “There are two cards. A star mark names the star card. Pick that one if your drawing needs a star.” Familiar-reader guide: “For a star drawing, choose the star card.” Both guide a paper choice; neither reports a reader result. You could Who might each guide help, and which words make you think that? There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. Both can be useful; fewer words is not always better, and real audience needs are not known from the titles alone.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day38 · Keep the source and its limit together

Today you can use a dated factual purpose statement or complete fiction without promising service results. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete fictional source-review card, written for this pack: “The Paper Place directory points readers to its Find-a-card catalogue for searching the pretend collection. This tells us the catalogue’s stated purpose. It does not say a particular card is available, that a reader can borrow it, or that a service is open today.” Paper Place is entirely invented. You could Tell someone what they could look for next without promising a result. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. This is not a real library, account, resource entitlement or service promise.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day39 · Build the guide you wanted at the start

Today you can create and deliberately revise a small useful guide from a complete known source. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete original creature-card draft: “This kit have two paper feet. The feet sits on two dots. Find the red mark to start.” The supplied kit record says it has two paper feet, two standing dots and a start mark identified by a triangle, with no colour specified. You could Choose one edit that helps the guide match its record. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. The child may choose one edit, keep a separate part with a reason, or ask about the missing colour.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

## Day40 · Try a reader question and keep what helps

Today you can review a chosen guide, explain a useful change and plan the next teaching from actual evidence. You can listen, use paper, show a mark, sign, speak, use your communication system, type, write, or ask an adult to write your exact words. Here is our complete made-up source. Complete original feedback story: A writer’s first guide says “Look on the page with the kit.” A fictional reader says “I’m not sure which page you mean.” The writer drafts “Open Kit parts on page1.” No second reader response is supplied. You could Explain one change and one thing you would still want to check. There is no need to finish a page. Keep the source beside you and choose one useful part. You can stop or try again later. The first comment is not a classroom trial or proof the revision worked.

Original printed read-aloud candidate only. No generated file, Australian-accent recording, listening, translation or accessibility execution claimed.

# Twenty complete future visual plans

These are original production briefs, not produced or inspected assets. Ordinary, held-neutral and own-blank roles stay separate. Alternatives travel with every eventual SVG and paper source.

## V01 · Two badge records

**Id:** V01

**Role:** ordinary-source

**Source Id:** C01

**Title:** Two badge records

**Whole Geometry Brief:** Use a 1200×900 plane with two clearly separate panels. Left: round badge, narrow striped rim, genuine square centre hole. Right: plain round badge with no hole. Whole exact C01 text sits in a separate lower text band; no owner labels or finding answer on the neutral drawing.

**Complete Alternative:** Left badge is round with a narrow striped rim and square centre hole; right badge is plain and round without a centre hole. Neither has an owner label. The complete invented record accompanies the drawing.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V02 · Three token choices

**Id:** V02

**Role:** ordinary-source

**Source Id:** C02

**Title:** Three token choices

**Whole Geometry Brief:** Use three separate wide panels on a 1200×900 plane: visibly long oval with three dots, visibly short oval with one dot, square with three dots. Dots inside shape boundaries, labels below, no overlap or winner icon. Keep the entire C02 note as a separate readable text region.

**Complete Alternative:** Three drawn tokens: long oval with three dots, short oval with one dot, square with three dots. Their order and dimensions are illustrative; the full invented note gives no winner.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V03 · Placement arrows with the whole guide

**Id:** V03

**Role:** ordinary-source

**Source Id:** C03

**Title:** Placement arrows with the whole guide

**Whole Geometry Brief:** Two upper panels on a 1200×1000 plane show two folded paper-foot icons, each arrow reaching its own marked standing place. Arrows avoid text and each target remains visibly distinct. Below, preserve both complete source paragraphs in readable lines. Caption Plan only; no balancing result.

**Complete Alternative:** Two drawn folded feet each connect by an arrow to a marked standing place. Both exact guide paragraphs accompany them. It is a placement plan with no balancing trial.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V04 · The drawn pouch marking job

**Id:** V04

**Role:** ordinary-source

**Source Id:** C04

**Title:** The drawn pouch marking job

**Whole Geometry Brief:** On a 1200×900 plane draw a pouch outline and loose tab, with the exact ZIP PULL label beside the tab. Do not add a question mark already completing the own marking job. Include the full two-step source plan below, with a separate empty response area if needed.

**Complete Alternative:** A pretend pouch outline has a loose drawn tab and the label ZIP PULL beside it. The supplied plan says to find the loose tab and put a question mark beside it. No real repair or cause is shown.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V05 · Two full paragraph groups

**Id:** V05

**Role:** ordinary-source

**Source Id:** C07

**Title:** Two full paragraph groups

**Whole Geometry Brief:** Use two broad stacked cards on a 1200×1100 plane. Each card contains one entire source paragraph with visible paragraph separation and reading order; no completed proposed heading in an own heading space. Any shape icons are neutral round/square/triangle, each with one large unspecified mark. Do not invent the mark identity.

**Complete Alternative:** Two complete puzzle-guide paragraphs are shown separately: kit facts, then the round-card finding actions. The first states three shapes and one large mark per card; the mark identities are not supplied.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V06 · The story and its stopping point

**Id:** V06

**Role:** ordinary-source

**Source Id:** C09

**Title:** The story and its stopping point

**Whole Geometry Brief:** Use a 1200×1200 plane with complete story text readable in order. A neutral small box has DRAGON above it, plus a shelf and spare blank sign; show the supplied imagined room scene without animating the paper dragon or depicting a completed ending. Thought imagery, if included, is explicitly labelled Lila imagines.

**Complete Alternative:** The entire Lila story accompanies a paper dragon box labelled DRAGON, a shelf and a spare paper sign. Imagined movement is Lila’s thought; the story ends before a shelf check.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V07 · Contents and three actual destinations

**Id:** V07

**Role:** ordinary-source

**Source Id:** C11

**Title:** Contents and three actual destinations

**Whole Geometry Brief:** A 1400×1200 plane has one contents card with exact headings/page numbers and three destination cards containing every full page sentence. Reading order is contents then pages1,2,3. Pointer lines stay outside text, with no arrow picking the answer for the learner.

**Complete Alternative:** Contents lists Kit parts page1, Choose a card page2, Put it away page3. All three exact destinations are present, including the star/moon choice and paper storage plan. No real storage trial is supplied.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V08 · Two complete audience guides

**Id:** V08

**Role:** ordinary-source

**Source Id:** C13

**Title:** Two complete audience guides

**Whole Geometry Brief:** Use two equal 1200×1000 panels containing both entire exact guide quotations, introduced by neutral New-reader guide and Familiar-reader guide labels. Include the same neutral star-card icon in each panel; no best-guide badge or reader-success illustration.

**Complete Alternative:** Two complete guides share the pretend star-card choice. One explains the two cards and star mark; one assumes the reader knows the star card. No reader result is recorded.

**Render Check:** Full original-detail render against entire source and alternative; check complete words, geometry, margins and separation. No render exists yet.

## V09 · Find the tag in the pretend camping drawing

**Id:** V09

**Role:** held-neutral-source

**Source Id:** A-first

**Title:** Find the tag in the pretend camping drawing

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for A-first. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V10 · Describe a pretend badge display

**Id:** V10

**Role:** held-neutral-source

**Source Id:** A-later

**Title:** Describe a pretend badge display

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for A-later. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V11 · A little station made of paper

**Id:** V11

**Role:** held-neutral-source

**Source Id:** B-first

**Title:** A little station made of paper

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for B-first. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V12 · The lighthouse on the shelf

**Id:** V12

**Role:** held-neutral-source

**Source Id:** B-later

**Title:** The lighthouse on the shelf

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for B-later. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V13 · A booklet that helps you choose

**Id:** V13

**Role:** held-neutral-source

**Source Id:** C-first

**Title:** A booklet that helps you choose

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for C-first. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V14 · The pretend costume-card guide

**Id:** V14

**Role:** held-neutral-source

**Source Id:** C-later

**Title:** The pretend costume-card guide

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for C-later. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V15 · Make a small camera-card guide

**Id:** V15

**Role:** held-neutral-source

**Source Id:** D-first

**Title:** Make a small camera-card guide

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for D-first. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V16 · Make a guide for a paper-shop picture

**Id:** V16

**Role:** held-neutral-source

**Source Id:** D-later

**Title:** Make a guide for a paper-shop picture

**Whole Geometry Brief:** Use a 1400×1600 neutral source board for D-later. Put the entire exact whole_neutral_source in large readable ordered text cards without truncation. Separate paragraphs/verse/page destinations exactly where the source supplies them; keep all source sentences. If a shape is drawn, use only supplied shape/position/mark counts; no owner, completed future, assumed size comparison, newly completed story ending, reader response or answer cue. Keep assessment invitations/criteria/worked/next teaching off this plane. Black text on light plain bands, wide margins and enough vertical height; enlarge rather than shrink below comfortable print size. For this particular board, the whole source is: 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.

**Complete Alternative:** 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.

**Render Check:** Personally inspect this whole exact source at original rendered detail; completeness/source neutrality and text bounds required. No render exists yet.

## V17 · My chosen guide

**Id:** V17

**Role:** own-blank-aid

**Source Id:** own

**Title:** My chosen guide

**Whole Geometry Brief:** Use a 1200×1200 plane headed My chosen guide. Three separate outlined spaces with labels Reader and chosen job, Source and useful detail, My guide part. Labels sit above, outside the truly empty answer interiors. No grey example, model text, suggested answer, arrows indicating a solution or compulsory numbering/word count. A free blank-paper response also works. Wide lines/borders, high contrast, generous writable areas; no source or staff answers inside response boxes.

**Complete Alternative:** Optional My chosen guide aid. Three labelled spaces: Reader and chosen job, Source and useful detail, My guide part. Every answer interior is empty. Use one, several or free blank paper; usual communication and exact adult scribing are supported.

**Render Check:** Personally inspect the entire original-detail render: all12 answer interiors across four own aids genuinely empty. No render exists yet.

## V18 · My two paragraphs

**Id:** V18

**Role:** own-blank-aid

**Source Id:** own

**Title:** My two paragraphs

**Whole Geometry Brief:** Use a 1200×1200 plane headed My two paragraphs. Three separate outlined spaces with labels Heading, First paragraph, Next paragraph or pointer. Labels sit above, outside the truly empty answer interiors. No grey example, model text, suggested answer, arrows indicating a solution or compulsory numbering/word count. A free blank-paper response also works. Wide lines/borders, high contrast, generous writable areas; no source or staff answers inside response boxes.

**Complete Alternative:** Optional My two paragraphs aid. Three labelled spaces: Heading, First paragraph, Next paragraph or pointer. Every answer interior is empty. Use one, several or free blank paper; usual communication and exact adult scribing are supported.

**Render Check:** Personally inspect the entire original-detail render: all12 answer interiors across four own aids genuinely empty. No render exists yet.

## V19 · My story or verse

**Id:** V19

**Role:** own-blank-aid

**Source Id:** own

**Title:** My story or verse

**Whole Geometry Brief:** Use a 1200×1200 plane headed My story or verse. Three separate outlined spaces with labels Source and stopping point, My new part, Choice and reason. Labels sit above, outside the truly empty answer interiors. No grey example, model text, suggested answer, arrows indicating a solution or compulsory numbering/word count. A free blank-paper response also works. Wide lines/borders, high contrast, generous writable areas; no source or staff answers inside response boxes.

**Complete Alternative:** Optional My story or verse aid. Three labelled spaces: Source and stopping point, My new part, Choice and reason. Every answer interior is empty. Use one, several or free blank paper; usual communication and exact adult scribing are supported.

**Render Check:** Personally inspect the entire original-detail render: all12 answer interiors across four own aids genuinely empty. No render exists yet.

## V20 · My two versions

**Id:** V20

**Role:** own-blank-aid

**Source Id:** own

**Title:** My two versions

**Whole Geometry Brief:** Use a 1200×1200 plane headed My two versions. Three separate outlined spaces with labels First words, Chosen next words, Keep or change reason. Labels sit above, outside the truly empty answer interiors. No grey example, model text, suggested answer, arrows indicating a solution or compulsory numbering/word count. A free blank-paper response also works. Wide lines/borders, high contrast, generous writable areas; no source or staff answers inside response boxes.

**Complete Alternative:** Optional My two versions aid. Three labelled spaces: First words, Chosen next words, Keep or change reason. Every answer interior is empty. Use one, several or free blank paper; usual communication and exact adult scribing are supported.

**Render Check:** Personally inspect the entire original-detail render: all12 answer interiors across four own aids genuinely empty. No render exists yet.

# Complete national meanings, selected opportunities and source rights

This two-week supplementary proposal is not a complete Year3 course. All123 native national records and raw123 rows travel unchanged from the closed editorial starter. Their workbook acquisition is29September2026; the retained pair was verified12October2026. No new national workbook download is claimed. Three source elaboration codes AC9E3L11A_E1/E2/E3 retain their exact spelling and actual LA11 relationship. Illustrative examples are optional; curriculum descriptions and whole achievement expectations remain distinct.

## AC9E3LA01 · conditional

**Whole national meaning:** understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

**This proposal:** Optional willing-reader turns on Day40; varied formalities and actual interaction still need taught opportunities.

## AC9E3LA02 · open

**Whole national meaning:** understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

**This proposal:** No complete modal/evaluation-force teaching is claimed in these guide jobs.

## AC9E3LA03 · partial

**Whole national meaning:** describe how texts across the curriculum use different language features and structures relevant to their purpose

**This proposal:** Day32/37,C13/C14 and C-family full guide-purpose/audience language comparisons.

## AC9E3LA04 · partial

**Whole national meaning:** understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

**This proposal:** Day34/39,C07/C08,A4,C2 and guide composition group related written information.

## AC9E3LA05 · partial

**Whole national meaning:** identify the purpose of layout features in print and digital texts and the words used for navigation

**This proposal:** Day36,C11/C12,C1/C4 actual contents/headings and complete destinations; actual digital navigation later.

## AC9E3LA06 · partial

**Whole national meaning:** understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

**This proposal:** Day33/39,C05/C17,A2/D2 clauses with whole subject–verb comparisons.

## AC9E3LA07 · conditional

**Whole national meaning:** understand how verbs represent different processes for doing, feeling, thinking, saying and relating

**This proposal:** Story thought versus action in Day35 and C09; a broader doing/feeling/thinking/saying/relating teaching sequence remains needed.

## AC9E3LA08 · partial

**Whole national meaning:** understand that verbs are anchored in time through tense

**This proposal:** Day33,C06,A3 supplied yesterday/today descriptions and future plans; no complete tense programme.

## AC9E3LA09 · conditional

**Whole national meaning:** identify how images extend the meaning of a text

**This proposal:** Day32 arrows and complete future visual/text relationships; actual assets must be built/inspected, not fulfilled by this proposal.

## AC9E3LA10 · partial

**Whole national meaning:** extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

**This proposal:** Precise badge/token/guide vocabulary and optional mark noun/verb example; broader technical and context-dependent vocabulary remains open.

## AC9E3LA11 · open

**Whole national meaning:** understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession

**This proposal:** Contractions and singular/plural possession are not comprehensively taught by these resources.

## AC9E3LE01 · open

**Whole national meaning:** discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

**This proposal:** Small original fictional stories do not supply the required First Nations Australian and wide-ranging Australian/world author/illustrator literature programme.

## AC9E3LE02 · conditional

**Whole national meaning:** discuss connections between personal experiences and character experiences in literary texts and share personal preferences

**This proposal:** Optional chosen story preference; no forced personal disclosure, and wider personal/character connection opportunities remain needed.

## AC9E3LE03 · partial

**Whole national meaning:** discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative

**This proposal:** Day35,C09 and B1/B2 full original character/event/setting/language mood discussion; full wider-author programme and produced illustration discussion remain open.

## AC9E3LE04 · partial

**Whole national meaning:** discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

**This proposal:** C10 and B4 rhythm/repeated onomatopoeia reader-effect discussion in original poetry/prose; no required voice or uniform reaction.

## AC9E3LE05 · partial

**Whole national meaning:** create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

**This proposal:** Day35/39,B3 full openings and new labelled endings/verse with deliberate composing choices.

## AC9E3LY01 · partial

**Whole national meaning:** recognise how texts can be created for similar purposes but different audiences

**This proposal:** Day37,C13/C14,C3 complete same-purpose/different-audience guide pairs.

## AC9E3LY02 · conditional

**Whole national meaning:** use interaction skills to contribute to conversations and discussions to share information and ideas

**This proposal:** Day40 and willing-reader projects offer actual usual-mode exchanges; plans, scripted questions and invented exchanges do not establish performance.

## AC9E3LY03 · partial

**Whole national meaning:** identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

**This proposal:** Day32/37,C-family recognises guide reader/purpose and B-family imaginative purpose; persuasive breadth remains open.

## AC9E3LY04 · open

**Whole national meaning:** read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required

**This proposal:** Adult-read rich sources support meaning access; independent accurate/fluent range of taught reading needs actual school programme and observation.

## AC9E3LY05 · partial

**Whole national meaning:** use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

**This proposal:** Full C20,A/B/C/D source banks support literal/inferred/source-limited meaning through listening/viewing.

## AC9E3LY06 · partial

**Whole national meaning:** plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

**This proposal:** Day34/35/39/40,D-family guide/story planning, grouping/editing; spelling, whole persuasive breadth and actual publishing each need their own opportunity/evidence.

## AC9E3LY07 · conditional

**Whole national meaning:** plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume

**This proposal:** Optional private usual-mode planned/rehearsed/delivered short guide message; planning does not establish delivered presentation or voice features.

## AC9E3LY08 · open

**Whole national meaning:** write words using joined letters that are clearly formed and consistent in size

**This proposal:** Joined-letter formation/size require school instruction and an actual independently attempted sample; scribed/typed answers are not handwriting evidence.

## AC9E3LY09 · conditional

**Whole national meaning:** understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

**This proposal:** Daily taught-point offers only when actual correspondences/syllable/blending prerequisites taught; no whole multisyllabic reading/writing claim.

## AC9E3LY10 · conditional

**Whole national meaning:** understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words

**This proposal:** Daily mark/re-mark/marking,show/showed,fold/folded,tap/tapped offers tied to actual taught point; final-p doubling explicitly taught when ready, no entire suffix/generalisation programme.

## AC9E3LY11 · open

**Whole national meaning:** use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words

**This proposal:** Independent spelling/less-common patterns need actual taught school opportunities; QCAA alignment AC9EFLY11 anomaly is retained separately, actual national AC9E3LY11 used.

## AC9E3LY12 · open

**Whole national meaning:** recognise and know how to write most high-frequency words including some homophones

**This proposal:** High-frequency words/homophones are not comprehensively taught or assessed by these guide tasks.

## Whole achievement standard

By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.

All unobserved independent reading/spelling/handwriting, voice/delivery, wider literature/author and digital/visual composition strands remain separate. Original32 criteria are useful instructional choices, not QCAA A–E reporting bands. School folios and actual taught opportunities determine reporting judgements. QCAA current alignment4/standards6/conditions2 pages were read in the starter with its explicit indexed-text limits; no binary/layout certification. The alignment code anomaly stays flagged. Other state implementation/translation/cultural authority are still open.

# Rights and source dates · Year3 guide editorial starter

Original lessons, fictional contexts and design suggestions: ©NeuroForgeIO Pty Ltd2026, SubjectNest, CC BY4.0; credit, link and show changes. Original controls Apache2.0. Complete standard grants must travel in a later self-contained source bank. No provider/media/cultural rights are extended by this original grant.

## Complete ACARA acknowledgement

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au) (Website) (accessed 29 September 2026) and was modified.

The material is licensed under [CC BY 4.0 Attribution 4.0 International Deed](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the '[About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history)' page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.

It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).

It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.

National123 meanings and selected raw values are from the exact29September2026 retained workbook/canonical pair, verified here12October2026; no new national download. HTML/plain projections retain their acquisition and modification notes. Covered core data CC BY4.0 subject to the current ACARA notice. No excluded teacher-support/glossary/media/design/cultural content is copied.

Modified from Year3 alignment(April2023), standards(November2023) and Years3–4 conditions(October2023), ©State of Queensland(QCAA)2023, CC BY4.0 subject to item/copyright exceptions. Original task criteria need independent review and are not reporting bands. Current primary URLs/read limits are in PRIMARY-READING.json.

The optional State Library factual paraphrase keeps its own source/date/covered-text grant. Collections, book covers, eresources and community language materials require their own authority; only a tiny ordinary page-purpose paraphrase is present. No current local service result is asserted.



## Optional factual context

{
  "attribution": "Modified from Collections, ©The State of Queensland(State Library of Queensland)2026, CC BY4.0 for covered ordinary page text, subject to item/rights terms. Original limited paraphrase; no provider assets.",
  "child_question": "What job does that catalogue have, and what would you still need to check before saying a particular item is available?",
  "complete_fiction_alternative": {
    "child_invitation": "Tell someone what they could look for next without promising a result.",
    "classification": "Complete original fictional teaching source, not a real pupil result",
    "id": "C15",
    "limit": "This is not a real library, account, resource entitlement or service promise.",
    "next_teaching": "Use a new invented directory for a game-piece collection and keep purpose separate from the result of searching.",
    "possible_staff_worked": "The directory points to a catalogue for a collection search; whether a particular item is available still needs a relevant current source.",
    "whole_source": "Complete fictional source-review card, written for this pack: “The Paper Place directory points readers to its Find-a-card catalogue for searching the pretend collection. This tells us the catalogue’s stated purpose. It does not say a particular card is available, that a reader can borrow it, or that a service is open today.” Paper Place is entirely invented."
  },
  "full_primary_receipt": "3037view0 whole55indexedlines personally read, recovering3036 combined clipping",
  "manual_review_blank_fields": {
    "checked_date": "",
    "issued_date": "",
    "next_recheck": "",
    "place": "",
    "rights_and_suitability": "",
    "section": "",
    "source_title": "",
    "supported_fact": "",
    "unsupported_claims": "",
    "url": ""
  },
  "original_narrow_paraphrase": "State Library of Queensland points readers to its One Search catalogue to find and access its collections.",
  "possible_staff_meaning": "The purpose is finding/accessing collections. This statement supplies no particular item availability, borrowing entitlement or current opening hours.",
  "provider": "State Library of Queensland",
  "read_date": "2026-10-12",
  "review_limit": "Actual catalogue operation, item record, local access, permission and child suitability need separate review before use. No account, browsing, outing or resource content is necessary.",
  "rights_receipt": "3039view0 whole99indexedlines read; ordinary site text CC BY4.0, collections/eresources/media/cultural material own restrictions. No licensed collection content entered into AI or copied.",
  "rights_url": "https://www.slq.qld.gov.au/understanding-copyright",
  "scope": "Queensland State Library purpose; not a Rockhampton school or neighbourhood service claim",
  "section": "Collection finding paragraph",
  "title": "Collections",
  "url": "https://www.slq.qld.gov.au/collections"
}


Adults recheck the tiny State Library catalogue-purpose paraphrase and its source/date/rights before local use. C15 supplies a complete fictional alternative. No current school, item, borrowing, opening-hours or successful service result is promised. Manual local review starts entirely blank and couples source, activity, example, criterion and alt. No community language translation or provider collection/media rights are invented.