# 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. ## 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 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. ### 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 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. ### 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 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. ### 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 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. ### 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