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Make a small camera-card guide · Staff accountYear 3 English · T1 W7–8 · Staff · Staff / Assessment / D first

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.

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.

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 reasoning

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 teaching 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.

Three teaching moves

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.

Possible next reasoning

The long oval front panel on the rectangular body fits the supplied finding job.

Notice

A composed part fits source and reader purpose.

Original different teaching source; not performed teaching or learner evidence

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 reasoning

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

Complete different next teaching 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.

Three teaching moves

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.

Possible next reasoning

The legs hold the seat repairs the plural subject–verb match in this description.

Notice

A wording change has a clear source/grammar reason.

Original different teaching source; not performed teaching or learner evidence

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 reasoning

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 teaching 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.

Three teaching moves

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.

Possible next reasoning

The revision names the panel and its shape; whether this reader finds it remains open.

Notice

A revision reason and its untested outcome remain separate.

Original different teaching source; not performed teaching or learner evidence

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 reasoning

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 teaching 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.

Three teaching moves

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.

Possible next reasoning

A plan can point to the round end mark and ask whether the reader knows which end is meant.

Notice

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

Original different teaching source; not performed teaching or learner evidence