Use a dated factual purpose statement or complete fiction without promising service results.
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 C15
Complete fictional source-review card, written for this pack: “The Paper Place directory points readers to its Find-a-card catalogue for searching the pretend collection. This tells us the catalogue’s stated purpose. It does not say a particular card is available, that a reader can borrow it, or that a service is open today.” Paper Place is entirely invented.
This is not a real library, account, resource entitlement or service promise.
Complete source C16
Original dated paper-play notes. Monday plan: “The pretend display guide will include a map page and a labels page.” Tuesday change note: “The map page is postponed. The note gives no completed labels-page result.” No real dates, weather or school service are represented.
No result must be invented from the absence of a report.
Six complete teaching moves
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Default to the full C15 invented directory source. An adult may separately select the reviewed State Library purpose paraphrase in LOCAL-FACT after rechecking its source/date/scope; no child browsing or account is required.
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Model saying what the directory points to and what it does not establish. Catalogue purpose differs from item availability, borrowing permission and current service operation.
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Use C16’s whole plan/change pair to practise the same discipline: one postponement does not report completion or cancellation of another job.
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Invite one helpful source-linked sentence and an open question. Use the full fiction alternative whenever the adult source remains unsuitable or unchecked.
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Ask Which bit tells you that? Observe supported meaning, source/date use when relevant and what remains unknown. No proof of local service currency is inferred from a child’s answer.
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Keep source identity, date and limitation beside the guide sentence. Adults may replace a local fact only with the task, source and criteria reviewed together.
Three meaningful routes
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Use C15 to tell a reader the catalogue purpose and a question still to check.
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Use C16 to explain the one stated change and one unreported result.
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An adult reads a single whole source; indicate a supported detail and an open question through usual communication.
At a genuinely taught word point
At the actual taught point, discuss re + check and check + ing as two forms with different meanings; no automatic independent reading claim.
Observe a useful contribution
The child uses a supplied statement within its scope and keeps an unsupported current/result claim open.
Next teaching
Offer a new fictional directory with a different collection purpose and practise separating purpose from a successful search.
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.