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The lighthouse on the shelf · Staff accountYear 3 English · T1 W7–8 · Staff · Staff / Assessment / B later

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.

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-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 reasoning

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 teaching 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.

Three teaching moves

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.

Possible next reasoning

Writing SHOP above the door supports finding the name; the stripe remains a suggestion.

Notice

A purpose explanation uses a supported detail.

Original different teaching source; not performed teaching or learner evidence

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 reasoning

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

Complete different next teaching 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.

Three teaching moves

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.

Possible next reasoning

Bright yellow and celebration may suggest cheerfulness; the response still belongs to this reader.

Notice

An interpreted effect is linked to a supplied clue.

Original different teaching source; not performed teaching or learner evidence

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 reasoning

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 teaching 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.

Three teaching moves

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.

Possible next reasoning

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

Notice

A connected new continuation and deliberate choice are shown.

Original different teaching source; not performed teaching or learner evidence

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 reasoning

Rustle, rustle suggests a soft repeated sound; another choice can change the effect without a required voice.

Complete different next teaching 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.

Three teaching moves

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.

Possible next reasoning

Boom, boom may suggest a stronger drum-like effect; a soft tap is a deliberately different choice.

Notice

A deliberate sound choice has an explained intended effect.

Original different teaching source; not performed teaching or learner evidence