# 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