Make a clue that actually finds the thing
Day 31 · Make a clue that actually finds the thing
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
1. 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.
2. 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.
3. Compare the short clue badge with the more specific clue. Ask which feature separates the pictured choices, without claiming a real reader has succeeded.
4. Offer the three routes below. Accept a small spoken/sign/AAC/drawn/typed/written or faithfully scribed contribution. Keep models outside own-response spaces.
5. 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.
6. 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
1. Choose the badge with the square hole and make its finding clue from C01.
2. Choose any C02 game token and build a different clue from its full description.
3. 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.