# Day 38 · Keep the source and its limit together

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

1. 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.

2. 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.

3. Use C16’s whole plan/change pair to practise the same discipline: one postponement does not report completion or cancellation of another job.

4. Invite one helpful source-linked sentence and an open question. Use the full fiction alternative whenever the adult source remains unsuitable or unchecked.

5. 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.

6. 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

1. Use C15 to tell a reader the catalogue purpose and a question still to check.

2. Use C16 to explain the one stated change and one unreported result.

3. 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.