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.
Staff administration
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.
These local criteria are not official QCAA A–E bands. Keep first wording and actual source/date/help/model exposure. A later source follows recorded teaching; no gains or independence inferred.
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 reasoning
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 teaching 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.
Three teaching moves
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Read the whole story and find the stated wanted job.
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Separate a drawn detail from an offered but uncompleted change.
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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.
Possible next reasoning
The quiet-trip purpose is supplied and the blanket is a chosen detail; the sun is only offered.
Notice
A purpose explanation refers to a supplied event or detail.
Original different teaching source; not performed teaching or learner evidence
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 reasoning
Flickered and the dark may suggest uncertainty; tick, tack may feel patterned or tense. Different supported personal responses can work.
Complete different next teaching 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.
Three teaching moves
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Read the full source neutrally before offering a possible interpretation.
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Compare the selected exact word with a clearly labelled new contrasting word, then discuss the changed effect.
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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.
Possible next reasoning
Glowed amber and smiled may suggest warmth; plink, plink gives a repeated sound. No shared feeling is compulsory.
Notice
A stated reader response connects to a source clue.
Original different teaching source; not performed teaching or learner evidence
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 reasoning
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 teaching 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.
Three teaching moves
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Keep the complete supplied stopping point visible.
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Model a clearly named new continuation, then invite the learner’s own connected choice through the usual route.
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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.
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.
Notice
A new extension remains connected and its language/setting choice is explained.
Original different teaching source; not performed teaching or learner evidence
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 reasoning
Tick, tack repeats a clock-like sound and back echoes track. A quiet written or indicated response can explain the pattern.
Complete different next teaching 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.
Three teaching moves
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Show all words and indicate repeated sounds without requiring voice or beat copying.
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Try one deliberately different sound in a labelled new verse and compare its effect for the reader.
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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.
Possible next reasoning
Ding, ding suggests a bell sound; a new hum or tap could change the invented effect.
Notice
A sound choice and its intended effect are connected.
Original different teaching source; not performed teaching or learner evidence