Use a precise noun group to identify a supplied object.
Teacher preparation
Use the full source in the learner’s usual communication route. Choose a small useful product; models are teaching help, not independent evidence. Note actual help, model exposure and source version. This is a sequence day, not a dated class calendar.
Complete source C01
Invented display record: A round paper badge has a narrow striped rim and a square hole in its centre. A plain round badge beside it has no centre hole. Neither badge has an owner label.
A hole or stripe does not identify an owner or a real material strength.
Complete source C02
Original game-kit note: The kit picture has a long oval token with three dots, a short oval token with one dot and a square token with three dots. The note names no winning token.
No speed, game result or best token is supplied.
Six complete teaching moves
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Show the two complete badge descriptions, or read them in the child’s usual communication route. Invite one useful finding clue; a child may just listen first.
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Model round badge as the main group, then add with the square centre hole. Point to each source detail. Keep owner questions separate because the record gives none.
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Compare the short clue badge with the more specific clue. Ask which feature separates the pictured choices, without claiming a real reader has succeeded.
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Offer the three routes below. Accept a small spoken/sign/AAC/drawn/typed/written or faithfully scribed contribution. Keep models outside own-response spaces.
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Ask Show me the part you used. Note the chosen detail, its source and actual help. Where wanted, try the clue with a consenting familiar reader and record what actually happens.
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Keep a first clue for tomorrow or make a fresh start. A useful finish can be one specific detail; it need not fill a page.
Three meaningful routes
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Choose the badge with the square hole and make its finding clue from C01.
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Choose any C02 game token and build a different clue from its full description.
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Ask an adult to reread the options in small portions; indicate one feature by point/sign/AAC/drawing and add another only if useful.
At a genuinely taught word point
At a genuinely taught point, revisit mark + s and card + s. Model the written base/suffix and actual whole-word sounds separately; do not require untaught words as independent reading.
Observe a useful contribution
A detail or group of words identifies the selected supplied object without invented facts.
Next teaching
If all pieces are described as the same, compare the two whole records and choose a feature that distinguishes them.
Curriculum opportunity
AC9E3LA10, AC9E3LY05, AC9E3LY06
These are partial or conditional opportunities. Adult-read sources do not establish independent reading, handwriting or spelling. Use the full curriculum account and actual school folio.