provenance/accepted-proposal/03-ASSESSMENT-AND-NEXT

Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Use the whole neutral source on the learner side. Keep staff criteria, worked examples and next teaching separate. Four own responses begin as genuine blanks. Source reading stays on the same page, with paper equivalence. Help/exposure are recorded, not concealed.

A-first · The paint-box helper

Original neutral first/later formative source, not a calibrated official assessment band.

Show the complete matched source only when beginning this case. If the child has already seen its staff worked answers, practised it, or received answer-level help, record that exposure and use it as supported/formative teaching rather than an independent first response. Later is a new source, not an automatic progress test.

Adult reading of the full source, usual communication, larger print, breaks, pointing and exact dictation are allowed; record which. Do not supply a component’s worked answer or criterion before a genuine first response. Reading aloud means this case cannot by itself demonstrate independent decoding; adult pen work cannot demonstrate handwriting.

Four labelled response areas are truly empty, with no ghost answers. Full neutral source appears in initially closed native same-page details, readable with no script. Expanding source must preserve all four words. Staff criteria/worked/next remain on separate teacher pages; own page may link its matching source and case-paper, not staff answers.

Complete neutral source

This is a complete fictional source for a small helper job. A pretend art table has a shallow blue tray and a tall cardboard box. A new helper needs to carry paper picture cards to the story mat. The supplied helper answer says, ‘I choose the shallow blue tray because I can see the cards.’ This answer was supplied for the task; no real person was interviewed. Yesterday, Lee wrote the answer on a card. Tomorrow, Lee plans to add a tray label. The label has not been made. A drawing description shows a tray with visible paper cards and a separate blank label card. Nothing in the source says which container is strongest or waterproof. A question should help this helper decide about the card-carrying job. A message can report the supplied answer and separately offer a new idea.

A-first-Q1

Prompt: Write or say one question that helps this helper choose a container for the paper cards.

Staff criterion: A question names a usable focus or choice connected to carrying these cards; a broad unrelated question is not enough.

Possible worked response and explanation: ‘Would the shallow tray or the tall box help you carry the paper cards?’ names the actual choice and the helper’s job.

Next lesson: N01 · Codes: AC9E3LY01, AC9E3LY02

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-first-Q2

Prompt: Report the helper’s supplied choice and reason in one or two sentences.

Staff criterion: Report keeps the shallow blue tray and seeing the cards as the supplied reason, without inventing a property.

Possible worked response and explanation: ‘The helper chose the shallow blue tray because they can see the cards.’ keeps both stated parts. It does not claim the tray is strongest.

Next lesson: N02 · Codes: AC9E3LY05, AC9E3LY06

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-first-Q3

Prompt: Explain whether Lee has already made the tray label. Point to the words that help.

Staff criterion: Recognises the label as an uncompleted future plan and uses ‘Tomorrow’, ‘plans’ or ‘has not been made’ for support.

Possible worked response and explanation: The label has not been made. ‘Tomorrow, Lee plans’ describes a future intention, not a completed job.

Next lesson: N03 · Codes: AC9E3LA08, AC9E3LY05

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-first-Q4

Prompt: Add one new suggestion and show with words that it is your suggestion, not the helper’s answer.

Staff criterion: Uses a signalled new proposal consistent with the job; does not attribute it to the helper.

Possible worked response and explanation: ‘I suggest trying a large label.’ is a new idea. The helper’s supplied answer only chose the tray and gave the seeing reason.

Next lesson: N04 · Codes: AC9E3LA02, AC9E3LY06

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-first · The paper bridge arrival

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

This original fictional story is complete. Paper Fox arrives at a cardboard bridge while a little paper Owl waits beside the first post. Fox sees a narrow path and whispers, ‘That looks high.’ Owl sees the same path as a fine place for a tiny parade. Fox takes one careful step. ‘Tap-tap,’ go the paper feet. Fox reaches the other side and smiles. Owl has watched this one crossing from the post. Fox plans a return crossing later, but the story does not say that it happens. The illustration description shows Fox on the far side, Owl beside the near post and the empty path between them. A reader can imagine an adapted thought for Owl while keeping the supplied arrival. No real bridge height, safety rule or journey is asserted.

B-first-Q1

Prompt: Name one difference between what Fox and Owl notice about the same bridge.

Staff criterion: Gives a specific source-supported difference between narrow/high path and parade possibility.

Possible worked response and explanation: Fox notices the narrow high-looking path; Owl notices a possible parade place. They do not need to feel the same way.

Next lesson: N05 · Codes: AC9E3LE02, AC9E3LE03

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-first-Q2

Prompt: Choose one source phrase that could affect the mood and explain its effect on a reader.

Staff criterion: Identifies a supplied phrase and gives a plausible supported mood effect; alternatives are accepted.

Possible worked response and explanation: ‘That looks high’ could make the crossing feel uncertain. ‘Tap-tap’ might make it feel light and playful; the explanation must connect to the chosen words.

Next lesson: N06 · Codes: AC9E3LE03, AC9E3LE04

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-first-Q3

Prompt: Explain whether the return crossing has happened in this story.

Staff criterion: Keeps the supplied completed crossing separate from the open return plan.

Possible worked response and explanation: One crossing finishes. The return is only planned; the ending gives no completed return.

Next lesson: N07 · Codes: AC9E3LY05, AC9E3LA08

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-first-Q4

Prompt: Retell the arrival in two or three sentences from Owl’s view. Keep the one crossing and change what Owl notices.

Staff criterion: Preserves the event while making a specific Owl-view noticing; invented thought is understood as adapted fiction.

Possible worked response and explanation: ‘I watched Fox’s paper feet tap across. The path looked ready for a tiny parade. Fox smiled on the far side.’ keeps the arrival and changes the noticing.

Next lesson: N08 · Codes: AC9E3LE05, AC9E3LY06

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-first · The cardboard gallery cards

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

Two complete original fictional texts describe a cardboard gallery. Text A is a visitor route note: ‘Shell drawings: go through the folded door and follow the dotted line to the shell table.’ Its image description shows the dotted line and a large sign labelled SHELL TABLE. The source gives no size of another sign. Text B is a story: ‘The paper shell rolled past the door, giggling as the dotted line tickled its edge.’ A visitor wants to find the shell drawings. Another reader wants a funny character event. The texts share a place but have different jobs. The image description also shows a square marker beside the folded door; Text A’s words do not name that marker. There is no real gallery, local direction or claim that a shell can giggle. Any added recommendation should stay distinguishable from the source’s words.

C-first-Q1

Prompt: Choose a text for the visitor finding the shell drawings and explain one supplied clue.

Staff criterion: Chooses A and supports its finding purpose using route labels/instructions or matching path image.

Possible worked response and explanation: Text A fits the finding job because it tells the route to the shell table. The story’s giggling event serves a different purpose.

Next lesson: N09 · Codes: AC9E3LY03, AC9E3LA03

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-first-Q2

Prompt: Explain what the large labelled sign emphasises. Do not invent another sign size.

Staff criterion: Connects the large SHELL TABLE sign to the destination, with no unsupported size comparison.

Possible worked response and explanation: It emphasises the shell-table destination. The source describes a large sign but gives no smaller sign to compare.

Next lesson: N10 · Codes: AC9E3LA09, AC9E3LY05

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-first-Q3

Prompt: Name one meaning the image adds beyond Text A’s words.

Staff criterion: Identifies the square door marker or another explicitly supplied visual relation absent from the words.

Possible worked response and explanation: The square marker beside the door is shown by the image description but is not named in Text A’s route sentence.

Next lesson: N11 · Codes: AC9E3LA09

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-first-Q4

Prompt: Write or say one recommendation to a story reader and signal that it is your recommendation.

Staff criterion: Recommends B for an imaginative/funny event with a source-supported reason, clearly as a personal recommendation.

Possible worked response and explanation: ‘I recommend Text B if you want a funny event, because the shell giggles.’ is a recommendation, not a new source quote.

Next lesson: N12 · Codes: AC9E3LY01, AC9E3LY03, AC9E3LA02

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-first · One maker’s kite note

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

This complete fictional editing source states the intended meanings before the child edits. One maker named Ana owns a paper kite. The draft label says ‘Anas kite’. A second draft sentence says ‘I do not want the star moved’; the writer wants the shorter contraction of ‘do not’. A group note says ‘The maker like the blue star’; its intended meaning concerns one maker’s present preference. Two further sentences report different jobs: ‘The paper has a tear near the corner’ and ‘Ana likes the blue star decoration’. A reader needs a short repair-and-decoration report. There is no real flying-kite or repair-tool instruction. The child may use the complete source while editing and can explain meaning through usual communication. A supplied final model is kept on the staff side, not inside the neutral source.

D-first-Q1

Prompt: Edit ‘Anas kite’ so the phrase shows the stated one-owner meaning; explain the mark’s job.

Staff criterion: Uses ‘Ana’s kite’ and relates its apostrophe to Ana as one owner.

Possible worked response and explanation: ‘Ana’s kite’ shows one owner. This apostrophe is possession, not a contraction of missing words.

Next lesson: N13 · Codes: AC9E3LA11

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-first-Q2

Prompt: Write the shorter contraction of ‘do not’ in the draft sentence and explain its apostrophe.

Staff criterion: Uses ‘don’t’ in the sentence and identifies missing letters from ‘do not’.

Possible worked response and explanation: ‘I don’t want the star moved.’ The apostrophe marks omitted letters; the meaning stays ‘do not’.

Next lesson: N14 · Codes: AC9E3LA11

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-first-Q3

Prompt: Edit ‘The maker like the blue star’ for the one maker’s present preference.

Staff criterion: Changes to ‘The maker likes the blue star’ while preserving the supplied present meaning.

Possible worked response and explanation: The single subject ‘maker’ agrees with ‘likes’. This is a present preference, not a new past event.

Next lesson: N15 · Codes: AC9E3LA06, AC9E3LA08

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-first-Q4

Prompt: Put the tear and decoration information into two related groups with useful labels.

Staff criterion: Groups repair/tear separately from decoration preference; labels make those jobs clear.

Possible worked response and explanation: A ‘Repair’ group can contain the tear sentence. A ‘Decoration choice’ group can contain Ana’s star preference. A paragraph may be short.

Next lesson: N16 · Codes: AC9E3LA04, AC9E3LA05, AC9E3LY06

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-later · The toy-stage report

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

This is a new complete fictional response, not the earlier tray situation. The pretend toy stage offers a folded backdrop and a flat drawing sheet. A visiting puppet-maker needs a scene that can stand while the puppet tells a story. The supplied response says, ‘I choose the folded backdrop because it stands on the table in this pretend setup.’ A label-making idea appears on a different card: ‘We could add the story title tomorrow.’ The title has not been added. The report draft reads ‘This one is good. Put it there.’ A supplied reader question asks, ‘Which one, and what does it help the puppet-maker do?’ The illustration description shows the folded backdrop upright in the fictional setup, with the flat sheet lying beside it. It is not evidence from a real stability test. A report can describe the supplied choice and its stated reason without inventing other properties.

A-later-Q1

Prompt: Ask one useful question that helps this puppet-maker choose for the stated scene job.

Staff criterion: Question relates the supplied backdrop/sheet choice to standing for the story job.

Possible worked response and explanation: ‘Would the folded backdrop or the flat sheet suit your standing story scene?’ focuses on the actual reader and job.

Next lesson: N17 · Codes: AC9E3LY01, AC9E3LY02

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-later-Q2

Prompt: Replace ‘This one is good’ with a source-faithful report of the choice and reason.

Staff criterion: Names folded backdrop and its stated standing purpose, without unverified strength or safety claims.

Possible worked response and explanation: ‘The puppet-maker chose the folded backdrop because it stands on the table in this pretend setup.’ is more specific than ‘good’.

Next lesson: N18 · Codes: AC9E3LY05, AC9E3LY06

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-later-Q3

Prompt: Explain whether the story title is already on the backdrop, using the source.

Staff criterion: Recognises the uncompleted tomorrow title proposal and supports the conclusion with the source.

Possible worked response and explanation: It is not added. ‘Could add tomorrow’ and ‘has not been added’ leave that future job open.

Next lesson: N19 · Codes: AC9E3LA08, AC9E3LY05

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

A-later-Q4

Prompt: Make one useful revision to ‘Put it there’ and explain how it answers the supplied reader’s question.

Staff criterion: Names the object/job/location as appropriate using supplied details and gives a reader-focused explanation; does not need a new label.

Possible worked response and explanation: ‘Place the folded backdrop on the table for the puppet’s story’ names the object and place. That helps the reader understand ‘it’ and ‘there’.

Next lesson: N20 · Codes: AC9E3LY06, AC9E3LA10

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-later · The lantern drawing parade

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

This original fictional story has one completed arrival. A paper Lantern rides on a toy cart towards a cardboard gate. Ribbon stands at the gate waiting. Lantern thinks the gate looks like a tall mouth. Ribbon thinks it looks like the beginning of a parade. The cart rolls ‘rumble-rumble’ along the drawn track and stops beside Ribbon. Lantern says, ‘I made it!’ Ribbon waves one end. Lantern hopes to travel beyond the gate tomorrow, but the supplied story ends at the arrival beside Ribbon. The illustration description shows the stopped cart, Lantern and Ribbon beside the gate, with an empty track beyond it. Any imagined beyond-the-gate event is new fiction, not a completed event in this source. No real fire, powered cart or public parade is involved.

B-later-Q1

Prompt: Give one source-supported difference between Lantern’s and Ribbon’s views of the gate.

Staff criterion: Names tall-mouth impression versus parade beginning; explains a different noticing rather than requiring a prescribed feeling.

Possible worked response and explanation: Lantern notices a tall-mouth shape, while Ribbon sees a parade beginning. The setting can affect each character differently.

Next lesson: N21 · Codes: AC9E3LE02, AC9E3LE03

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-later-Q2

Prompt: Choose a supplied language detail and explain a possible mood or reader effect.

Staff criterion: Connects ‘rumble-rumble’, ‘tall mouth’ or ‘I made it’ to a plausible effect, supported by that detail.

Possible worked response and explanation: ‘Rumble-rumble’ can help a reader imagine the cart’s movement; ‘I made it’ can make arrival feel relieved. Other supported readings are possible.

Next lesson: N22 · Codes: AC9E3LE03, AC9E3LE04

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-later-Q3

Prompt: Say what has finished and what remains an open future plan.

Staff criterion: Identifies arrival beside Ribbon as completed and beyond-gate travel as hoped-for future.

Possible worked response and explanation: The cart arrives beside Ribbon. Travelling beyond the gate tomorrow is a hope, not a completed journey.

Next lesson: N23 · Codes: AC9E3LY05, AC9E3LA08

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

B-later-Q4

Prompt: Retell the arrival from Ribbon’s view with one new noticing, preserving the supplied event.

Staff criterion: Makes a Ribbon-perspective retelling that ends at the arrival, with new thought understood as fiction.

Possible worked response and explanation: ‘I waved as the cart rumbled up. The gate looked ready for our tiny parade. Lantern stopped beside me.’ changes noticing without completing tomorrow’s trip.

Next lesson: N24 · Codes: AC9E3LE05, AC9E3LY06

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-later · The cardboard music-room cards

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

Text A is a complete fictional order card: ‘Paper musician entrance; short tune; quiet star wave goodbye.’ Text B is a complete invitation: ‘Come for a sparkling tune and a wonderfully wobbly paper musician entrance.’ A pretend performer wants to know the order. A pretend visitor wants to decide whether the scene sounds interesting. The supplied image description shows a large sign labelled MUSIC ROOM, with a square star-wave card beside the last order item. No other sign size is given. The order words do not name the card’s square shape. No real music session, availability, ticket, hearing requirement or loud-response rule is asserted. An audience member may use their usual communication or pass. The invitation’s ‘wonderfully’ is an evaluation, not a guarantee that every reader will enjoy the scene.

C-later-Q1

Prompt: Choose the text for the performer’s order job and give one supplied clue.

Staff criterion: Chooses A and supports the order purpose with its listed sequence rather than an invented time.

Possible worked response and explanation: Text A gives entrance, tune and goodbye in order. It does not supply a real starting time.

Next lesson: N25 · Codes: AC9E3LY03, AC9E3LA03

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-later-Q2

Prompt: Explain what the large MUSIC ROOM sign emphasises without adding a comparison.

Staff criterion: Names the music-room destination/topic and retains the source’s lack of another sign size.

Possible worked response and explanation: The sign makes MUSIC ROOM prominent. No comparison with a smaller sign is supplied.

Next lesson: N26 · Codes: AC9E3LA09, AC9E3LY05

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-later-Q3

Prompt: Name a meaning supplied by the image description beyond Text A’s words.

Staff criterion: Identifies the square star-wave card or its relation to the final item as an explicitly supplied added visual meaning.

Possible worked response and explanation: The image describes a square card beside the goodbye item; the order sentence does not give that shape.

Next lesson: N27 · Codes: AC9E3LA09

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

C-later-Q4

Prompt: Choose one evaluative word from Text B and explain why it could fit an invitation.

Staff criterion: Connects ‘sparkling’, ‘wonderfully’ or ‘wobbly’ to an inviting reader effect without treating enjoyment as universal.

Possible worked response and explanation: ‘Wonderfully’ expresses positive evaluation to make the event appealing. Another reader may still choose not to watch.

Next lesson: N28 · Codes: AC9E3LA02, AC9E3LY03

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-later · The shared player-box message

Original neutral first/later formative source, not a calibrated official assessment band.

Complete neutral source

This complete new fictional editing source gives its intended meanings. Three players share one paper-card box. Its draft label reads ‘the players box’. The intended meaning is a box belonging to those several players. A second draft says ‘We do not want the cards mixed’; the writer wants the shorter contraction of ‘do not’. Another draft says ‘Come here to hear the tune’: here gives a place and hear concerns listening in usual Australian English. A final present-tense note says ‘The players likes the quiet star wave’; its subject is those several players. No recording, hearing test, real event or personal information is required. Teachers may supply unfamiliar print words, with that help recorded. The source concerns regular plural possession and the stated present meanings, not every irregular plural spelling pattern.

D-later-Q1

Prompt: Edit the box label for the stated several-player ownership and explain the apostrophe’s position.

Staff criterion: Uses ‘the players’ box’ and connects the after-s mark to the regular plural owners.

Possible worked response and explanation: The players’ box belongs to several players. A player’s box would state one player instead.

Next lesson: N29 · Codes: AC9E3LA11

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-later-Q2

Prompt: Shorten ‘do not’ in the supplied sentence and explain the apostrophe’s job.

Staff criterion: Uses ‘don’t’ and identifies missing letters while preserving the intended meaning.

Possible worked response and explanation: ‘We don’t want the cards mixed.’ The contraction keeps ‘do not’; its apostrophe is not an ownership mark.

Next lesson: N30 · Codes: AC9E3LA11

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-later-Q3

Prompt: Explain the different meanings of here and hear in the supplied sentence.

Staff criterion: Gives place for here and listening for hear; pronunciation/language variety may be supported without claiming independent spelling.

Possible worked response and explanation: Here points to a place; hear means listen. Their supplied sentence meanings distinguish the spellings.

Next lesson: N31 · Codes: AC9E3LY12, AC9E3LY05

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

D-later-Q4

Prompt: Edit ‘The players likes the quiet star wave’ for the stated several players’ present preference.

Staff criterion: Changes to ‘The players like the quiet star wave’ with subject-verb agreement and the same present meaning.

Possible worked response and explanation: Several players take ‘like’ here. The edit does not change their present preference into a past event.

Next lesson: N32 · Codes: AC9E3LA06, AC9E3LA08

Use this component-specific description with the actual response and recorded help. No point total, A–E level, diagnosis, causal gain or independent-exposure claim.

N01–N32 · full different next-teaching lessons

Each has its own complete new situation, model, separate guided source and teaching steps. They are offers to teach, not automatic diagnoses or progress tests.

N01 · A reading-nook decision

From: A-first-Q1 · Codes: AC9E3LY01, AC9E3LY02

Use the original component response only to choose a teaching need; do not replay the held answer as the new lesson. Offer the complete new source aloud and usual communication. A pupil can enter without passing the original component.

Complete new source:

A pretend book display has a standing postcard rack and a flat paper mat. A new visitor wants to see a favourite story card without picking up every card. The rack holds some cards upright in this fictional setup; the mat lays cards flat. Neither is stated to be best. The visitor may answer through usual communication or pass. An adult can read both descriptions. The job is to ask about this visitor’s choice, not to collect personal reading history.

New invitation: Ask one question that would help this visitor choose a display.

Staff worked new response: ‘Would you prefer the upright rack or the flat mat for seeing your story card?’ names the actual choice and reader job.

Complete guided-practice source:

At a pretend puzzle corner, a player can use a big flat board or a small folder. The player wants to carry one unfinished paper puzzle to another table. Nothing says which option they prefer. They can pass.

Guided invitation: Ask a new useful question about carrying this puzzle; explain what the answer would help decide.

Staff guided example: ‘Would the board or folder suit carrying your unfinished puzzle?’ has a bounded useful focus.

Full teaching steps:

Notice together · 3–5 minutes

Read the complete new source, name its useful reader/story/editing job, and ask the new invitation. Give time for an attempted answer before showing a model. Point to the exact relevant meaning rather than announcing a score.

Show and explain · 4–7 minutes

‘Would you prefer the upright rack or the flat mat for seeing your story card?’ names the actual choice and reader job. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: At a pretend puzzle corner, a player can use a big flat board or a small folder. The player wants to carry one unfinished paper puzzle to another table. Nothing says which option they prefer. They can pass. Then ask: Ask a new useful question about carrying this puzzle; explain what the answer would help decide. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Would the board or folder suit carrying your unfinished puzzle?’ has a bounded useful focus. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

This is a teaching offer with a source-specific model and a separate guided situation, not an automatic diagnosis, remediation guarantee, official band or measured gain. Record what the pupil produced and which assistance was used.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N02 · The pond-drawing response

From: A-first-Q2 · Codes: AC9E3LY05, AC9E3LY06

Complete new source:

In a fictional pond-picture club, a maker chooses a wide paper border or a narrow paper border for a drawing. The supplied response is, ‘I choose the wide border because I have room for a title.’ A separate note says the maker has not tested the border outdoors. The source does not describe real ponds or living things. The teacher reads the whole answer. A report should preserve the choice and its stated reason, rather than add waterproofing or strength.

New invitation: Report the supplied choice and reason accurately.

Staff worked new response: ‘The maker chose the wide paper border because there is room for a title.’ keeps the two stated parts.

Complete guided-practice source:

A pretend toy train display offers a folded label stand and a flat label. Its supplied maker response is, ‘I choose the folded stand because the name faces the visitor.’ No real station or engineering fact is supplied.

Guided invitation: Write a new report of the label choice and reason; check both parts against the source.

Staff guided example: ‘The maker chose the folded stand because the name faces the visitor.’ is supported.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘The maker chose the wide paper border because there is room for a title.’ keeps the two stated parts. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A pretend toy train display offers a folded label stand and a flat label. Its supplied maker response is, ‘I choose the folded stand because the name faces the visitor.’ No real station or engineering fact is supplied. Then ask: Write a new report of the label choice and reason; check both parts against the source. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The maker chose the folded stand because the name faces the visitor.’ is supported. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N03 · A letter that is still a plan

From: A-first-Q3 · Codes: AC9E3LA08, AC9E3LY05

Complete new source:

In an original pretend postal game, Ren wrote a message yesterday and placed it in a paper envelope. Ren plans to draw a stamp tomorrow. The stamp has not been drawn. The envelope is resting on the desk in the picture description. No real postal rule, postage cost or delivery result is supplied. The source gives one completed writing event and one future drawing intention. A child can point to time words rather than infer a completed event from a finished-looking envelope.

New invitation: Explain which job is complete and which remains future.

Staff worked new response: The message was written yesterday. Drawing a stamp tomorrow is still planned; the source says it has not been drawn.

Complete guided-practice source:

At a pretend paper bakery, a maker folded a menu today. They hope to add a cake drawing next week, but no drawing is there yet. Nothing is baked or eaten.

Guided invitation: Say whether the cake drawing already exists and point to the source words.

Staff guided example: It is not there yet; ‘hope to add next week’ is a future intention.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The message was written yesterday. Drawing a stamp tomorrow is still planned; the source says it has not been drawn. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: At a pretend paper bakery, a maker folded a menu today. They hope to add a cake drawing next week, but no drawing is there yet. Nothing is baked or eaten. Then ask: Say whether the cake drawing already exists and point to the source words. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: It is not there yet; ‘hope to add next week’ is a future intention. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N04 · A label idea for a pretend shop

From: A-first-Q4 · Codes: AC9E3LA02, AC9E3LY06

Complete new source:

A fictional toy shop maker’s supplied answer says, ‘I choose the round price-card shape because it fits the empty corner.’ The source supplies no actual price. A child has a new idea: add a small arrow on the card. The arrow has not been tested. A useful message can keep the supplied shape choice and identify the arrow as a proposal. No real buying, payment or product promise occurs.

New invitation: Add one clearly signalled suggestion without attributing it to the maker.

Staff worked new response: ‘I suggest trying a small arrow.’ is my proposal. It is not part of the maker’s supplied round-card answer.

Complete guided-practice source:

A pretend parcel game has a plain paper sleeve. The supplied response only chooses the sleeve. A new idea is to add a colour spot so the player can notice it quickly; that idea has not been tried.

Guided invitation: Write a message that keeps the supplied answer and signals the colour-spot idea separately.

Staff guided example: ‘The player chose the sleeve. I suggest trying a colour spot.’ separates report and suggestion.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘I suggest trying a small arrow.’ is my proposal. It is not part of the maker’s supplied round-card answer. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A pretend parcel game has a plain paper sleeve. The supplied response only chooses the sleeve. A new idea is to add a colour spot so the player can notice it quickly; that idea has not been tried. Then ask: Write a message that keeps the supplied answer and signals the colour-spot idea separately. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The player chose the sleeve. I suggest trying a colour spot.’ separates report and suggestion. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N05 · The tunnel looks different

From: B-first-Q1 · Codes: AC9E3LE02, AC9E3LE03

Complete new source:

In a complete original story, Paper Cat and Paper Worm wait at a cardboard tunnel. Cat sees a dark entrance and thinks it looks like a cave. Worm sees the round opening and thinks it looks like a doughnut-shaped doorway. They walk through together and emerge beside a paper flower. The same tunnel is supplied to both. No animal biology or real tunnel safety is claimed. A reader can explain the different noticing from the words without deciding one character is wrong.

New invitation: Name one difference in what the characters notice.

Staff worked new response: Cat notices a dark cave-like entrance; Worm notices its round doorway shape. Both refer to the same tunnel.

Complete guided-practice source:

In a new story, Button sees a paper hill as a tall climb. Ribbon sees it as a long slide. Both stand at the bottom; no climb or slide has happened.

Guided invitation: Explain one source-supported difference between Button’s and Ribbon’s views.

Staff guided example: Button notices a climb; Ribbon notices a slide possibility. The event remains unstarted.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

Cat notices a dark cave-like entrance; Worm notices its round doorway shape. Both refer to the same tunnel. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: In a new story, Button sees a paper hill as a tall climb. Ribbon sees it as a long slide. Both stand at the bottom; no climb or slide has happened. Then ask: Explain one source-supported difference between Button’s and Ribbon’s views. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Button notices a climb; Ribbon notices a slide possibility. The event remains unstarted. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N06 · A paper storm’s words

From: B-first-Q2 · Codes: AC9E3LE03, AC9E3LE04

Complete new source:

This original story takes place on a drawn island. A paper umbrella hears ‘swish-swish’ from ribbons passing overhead. It whispers, ‘The sky is brushing my hat.’ A little paper boot laughs and taps the sand drawing. The umbrella stays on the island; no real weather measurement is supplied. A reader might find the brushing image gentle or strange. The chosen effect must connect to a supplied phrase, rather than depend on the teacher’s preferred feeling.

New invitation: Choose a language detail and explain a plausible reader effect.

Staff worked new response: ‘Swish-swish’ can help the reader imagine a soft repeated sound. ‘Brushing my hat’ might make the scene feel playful; another supported effect is possible.

Complete guided-practice source:

A new tiny story says, ‘Tick-tick went the cardboard clock. Paper Rabbit waited beside the still door.’ The door does not open within the story.

Guided invitation: Choose a supplied detail and explain an effect on the waiting mood.

Staff guided example: ‘Tick-tick’ might emphasise time passing while Rabbit waits. The door’s future remains open.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Swish-swish’ can help the reader imagine a soft repeated sound. ‘Brushing my hat’ might make the scene feel playful; another supported effect is possible. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new tiny story says, ‘Tick-tick went the cardboard clock. Paper Rabbit waited beside the still door.’ The door does not open within the story. Then ask: Choose a supplied detail and explain an effect on the waiting mood. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Tick-tick’ might emphasise time passing while Rabbit waits. The door’s future remains open. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N07 · One train arrival

From: B-first-Q3 · Codes: AC9E3LY05, AC9E3LA08

Complete new source:

A fictional paper train leaves a drawn tree and rolls to a cardboard platform. It stops beside a paper bird. The bird waves. The train hopes to travel to a mountain tomorrow, but the story ends at the platform. The illustration description shows the train stopped there and an empty mountain track. This is a story, not a transport schedule. The source gives an arrival but does not supply a completed mountain trip. A reader may invent a sequel only as new fiction.

New invitation: Explain what has happened and what is still a future hope.

Staff worked new response: The train reaches the platform. The mountain trip tomorrow is a hope, not a completed journey.

Complete guided-practice source:

A paper scooter story ends when Scooter reaches a toy bench. Scooter plans to visit the drawing table later; no later visit appears.

Guided invitation: Keep the completed arrival separate from the later plan.

Staff guided example: The bench arrival is complete; the drawing-table visit has not happened in the supplied story.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The train reaches the platform. The mountain trip tomorrow is a hope, not a completed journey. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A paper scooter story ends when Scooter reaches a toy bench. Scooter plans to visit the drawing table later; no later visit appears. Then ask: Keep the completed arrival separate from the later plan. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The bench arrival is complete; the drawing-table visit has not happened in the supplied story. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N08 · Spoon watches the dance

From: B-first-Q4 · Codes: AC9E3LE05, AC9E3LY06

Complete new source:

In an original pretend kitchen-drawer story, Button spins once on the flat stage and stops beside Spoon. Spoon notices a flash of red thread. Button notices the smooth stage under its edge. The source ends when they wave. There is no real cooking or utensil instruction. A retelling from Spoon’s view can keep Button’s one spin and final wave, while changing the noticing. Any added thought is an invented adaptation, not a quoted source thought.

New invitation: Retell the one spin from Spoon’s view with a specific noticing.

Staff worked new response: ‘I saw red thread flash as Button spun. Button stopped beside me and we waved.’ keeps the event and uses Spoon’s noticing.

Complete guided-practice source:

A new story has Paper Key slide once to Ribbon at a door drawing. Ribbon notices the shiny drawn teeth; Key notices the smooth path. They stop beside each other.

Guided invitation: Retell that arrival from Ribbon’s view, keeping the supplied event.

Staff guided example: Ribbon can notice the drawn teeth during Key’s slide; the ending stays beside the door drawing.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘I saw red thread flash as Button spun. Button stopped beside me and we waved.’ keeps the event and uses Spoon’s noticing. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new story has Paper Key slide once to Ribbon at a door drawing. Ribbon notices the shiny drawn teeth; Key notices the smooth path. They stop beside each other. Then ask: Retell that arrival from Ribbon’s view, keeping the supplied event. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Ribbon can notice the drawn teeth during Key’s slide; the ending stays beside the door drawing. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N09 · Workbench note or poem

From: C-first-Q1 · Codes: AC9E3LY03, AC9E3LA03

Complete new source:

Two complete original texts concern a toy workbench. The finding note says, ‘Blank cards: look in the tray beside the cardboard hammer drawing.’ The poem says, ‘The hammer dreamt a moon-shaped dream and tapped a tune of stars.’ A helper wants a blank card. Another reader wants an imaginative image. The hammer is a drawing, not a real tool to use. The texts share a topic but have different purposes. Adult reading is permitted; purpose reasoning is separate from independent decoding.

New invitation: Choose a text for the helper’s finding job and give a clue.

Staff worked new response: The finding note fits because it gives a location for blank cards. The moon dream is an imaginative poem.

Complete guided-practice source:

A toy garden has an order note ‘Gate, paper tree, flower table’ and a story ‘The tree bowed to the flower’s hat’. A visitor needs the route order.

Guided invitation: Choose the fitting text and explain a supplied clue.

Staff guided example: The order note lists the route destinations. The bowing tree offers an imaginative event.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The finding note fits because it gives a location for blank cards. The moon dream is an imaginative poem. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A toy garden has an order note ‘Gate, paper tree, flower table’ and a story ‘The tree bowed to the flower’s hat’. A visitor needs the route order. Then ask: Choose the fitting text and explain a supplied clue. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The order note lists the route destinations. The bowing tree offers an imaginative event. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N10 · The space-gallery sign

From: C-first-Q2 · Codes: AC9E3LA09, AC9E3LY05

Complete new source:

A complete fictional image description shows a large sign labelled PAPER MOON beside a model display. The route sentence says, ‘Go to the paper moon display.’ There is no other sign size in the source. A child can explain how the labelled sign makes that destination noticeable, but cannot claim it is larger than a star sign that has never been described. The display is invented; no astronomy fact or museum availability is asserted.

New invitation: Explain what the large labelled sign emphasises.

Staff worked new response: It emphasises PAPER MOON as the destination. The source supports ‘large’, not a comparison with an unseen sign.

Complete guided-practice source:

A new fictional image shows a large sign labelled TOY FARM beside a cardboard gate. No other sign size is described.

Guided invitation: Explain the sign’s emphasis without inventing a size comparison.

Staff guided example: The TOY FARM label draws attention to the named destination. No smaller-sign claim is available.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

It emphasises PAPER MOON as the destination. The source supports ‘large’, not a comparison with an unseen sign. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new fictional image shows a large sign labelled TOY FARM beside a cardboard gate. No other sign size is described. Then ask: Explain the sign’s emphasis without inventing a size comparison. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The TOY FARM label draws attention to the named destination. No smaller-sign claim is available. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N11 · What a picture adds to a play recipe

From: C-first-Q3 · Codes: AC9E3LA09

Complete new source:

The complete pretend recipe text says, ‘Put the paper apple picture on the menu card.’ The image description adds that the apple picture is triangular and sits in the card’s top-left corner. The words do not give that shape or position. There is no food preparation or claim about a real apple’s shape. An image can add a relation or detail beyond the written instruction. A child may work from the full image description without seeing or drawing the plane.

New invitation: Name one explicit meaning the image adds.

Staff worked new response: The triangular shape or top-left position is added by the image description; neither is in the words.

Complete guided-practice source:

A new toy-road text says, ‘Put the car drawing beside the gate.’ Its image description adds a square flag above the gate. No flag appears in the sentence.

Guided invitation: Name a meaning supplied by the image but not the words.

Staff guided example: The square flag above the gate is an added visual detail.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The triangular shape or top-left position is added by the image description; neither is in the words. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new toy-road text says, ‘Put the car drawing beside the gate.’ Its image description adds a square flag above the gate. No flag appears in the sentence. Then ask: Name a meaning supplied by the image but not the words. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The square flag above the gate is an added visual detail. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N12 · A recommendation for a story reader

From: C-first-Q4 · Codes: AC9E3LY01, AC9E3LY03, AC9E3LA02

Complete new source:

A complete original story card says, ‘Paper Hat bobbed through a puddle of drawn stars and sneezed a tiny moon.’ A second card gives the route ‘Hat shelf: follow the straight arrow.’ A reader asks for an imaginative event. A child can recommend the story and point to the moon sneeze as a reason. The recommendation is the child’s view, not a new quote from the story. No real hat, health claim or local direction is supplied.

New invitation: Recommend a fitting text and signal that it is your recommendation.

Staff worked new response: ‘I recommend the story if you want an imaginative event, because Hat sneezes a moon.’ states a source-supported preference.

Complete guided-practice source:

A new pair contains a finding card ‘Ribbon box: third shelf’ and a story ‘Ribbon danced around a talking paper cloud’. A reader wants a funny character event.

Guided invitation: Offer a clearly signalled recommendation with a supplied reason.

Staff guided example: ‘I would choose the story because the cloud talks’ is a recommendation, not a claimed quotation.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘I recommend the story if you want an imaginative event, because Hat sneezes a moon.’ states a source-supported preference. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pair contains a finding card ‘Ribbon box: third shelf’ and a story ‘Ribbon danced around a talking paper cloud’. A reader wants a funny character event. Then ask: Offer a clearly signalled recommendation with a supplied reason. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘I would choose the story because the cloud talks’ is a recommendation, not a claimed quotation. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N13 · Zoe’s robot drawing

From: D-first-Q1 · Codes: AC9E3LA11

Complete new source:

One fictional maker named Zoe owns a robot drawing. A draft label says ‘Zoes robot drawing’. The intended meaning is one owner, Zoe. There is no shortening of missing words in this phrase. A reader should be able to tell ownership from the edited label. The drawing is fictional, and no child’s real property or surname needs to be disclosed. The teacher may supply unfamiliar print words while keeping the apostrophe explanation the child’s own.

New invitation: Edit the phrase for one owner and explain the apostrophe.

Staff worked new response: ‘Zoe’s robot drawing’ signals that Zoe is the one owner. This mark is possession.

Complete guided-practice source:

One fictional baker named Eli owns a paper menu. The draft reads ‘Elis menu’, with the stated one-owner meaning. No food is made.

Guided invitation: Edit the label and explain its mark.

Staff guided example: ‘Eli’s menu’ signals one owner, Eli.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Zoe’s robot drawing’ signals that Zoe is the one owner. This mark is possession. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: One fictional baker named Eli owns a paper menu. The draft reads ‘Elis menu’, with the stated one-owner meaning. No food is made. Then ask: Edit the label and explain its mark. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Eli’s menu’ signals one owner, Eli. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N14 · A contraction on a theatre card

From: D-first-Q2 · Codes: AC9E3LA11

Complete new source:

A pretend theatre card says, ‘The paper door is not open.’ The writer wants the shorter contraction of ‘is not’, with exactly the same meaning. This is an invented stage scene, not a real access announcement. The complete source gives the full words before asking for a contraction. A child can move letters and an apostrophe or dictate the edit. Copying a supplied final model is teaching, not an independent spelling attempt.

New invitation: Write the contraction and explain the missing-letter job.

Staff worked new response: ‘The paper door isn’t open.’ The apostrophe marks omitted letters in ‘is not’; it does not mark an owner.

Complete guided-practice source:

A new pretend boat card says, ‘The sail cannot move in this scene.’ The writer wants the familiar contraction ‘can’t’.

Guided invitation: Make the contraction and explain its apostrophe without calling it possession.

Staff guided example: ‘The sail can’t move’ keeps the intended meaning. The apostrophe marks omitted letters.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘The paper door isn’t open.’ The apostrophe marks omitted letters in ‘is not’; it does not mark an owner. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend boat card says, ‘The sail cannot move in this scene.’ The writer wants the familiar contraction ‘can’t’. Then ask: Make the contraction and explain its apostrophe without calling it possession. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The sail can’t move’ keeps the intended meaning. The apostrophe marks omitted letters. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N15 · A puppet that likes a tune

From: D-first-Q3 · Codes: AC9E3LA06, AC9E3LA08

Complete new source:

The complete fictional message concerns one paper puppet’s present preference. Its draft says, ‘The puppet like the tune.’ The intended meaning is that this one puppet likes the tune now. A second example concerns several paper puppets. Subject and verb must agree, but the editor should not silently change the present preference to a completed past action. The source supplies the meaning so that the child is not guessing what happened.

New invitation: Edit the single-puppet present sentence.

Staff worked new response: ‘The puppet likes the tune.’ One puppet takes ‘likes’ here; the present meaning remains.

Complete guided-practice source:

A new draft says, ‘The dancer want the blue card.’ It concerns one fictional dancer’s present preference.

Guided invitation: Edit for the stated single subject and present meaning.

Staff guided example: ‘The dancer wants the blue card.’ The subject and verb agree.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘The puppet likes the tune.’ One puppet takes ‘likes’ here; the present meaning remains. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new draft says, ‘The dancer want the blue card.’ It concerns one fictional dancer’s present preference. Then ask: Edit for the stated single subject and present meaning. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The dancer wants the blue card.’ The subject and verb agree. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N16 · A parcel note with two groups

From: D-first-Q4 · Codes: AC9E3LA04, AC9E3LA05, AC9E3LY06

Complete new source:

A pretend parcel note contains four sentences: ‘The paper sleeve is torn. A round patch is being considered. Mel prefers a yellow label. The yellow label would name the game.’ The first two concern the repair; the next two concern a label preference and its proposed job. No actual postal or adhesive advice is supplied. A reader needs to find each kind of information. Meaningful grouping can help even when each paragraph has only two short sentences.

New invitation: Make two related groups and give useful labels.

Staff worked new response: ‘Repair’ groups torn sleeve and considered patch. ‘Label choice’ groups the yellow preference and naming job.

Complete guided-practice source:

A new toy-race note says, ‘The car drawing has a bent corner. A flat backing is proposed. Lou likes a green flag. The flag would mark the start.’

Guided invitation: Group related ideas for this new reader and label them.

Staff guided example: Repair/backing belongs together; start-flag choice and purpose belong together.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Repair’ groups torn sleeve and considered patch. ‘Label choice’ groups the yellow preference and naming job. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new toy-race note says, ‘The car drawing has a bent corner. A flat backing is proposed. Lou likes a green flag. The flag would mark the start.’ Then ask: Group related ideas for this new reader and label them. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Repair/backing belongs together; start-flag choice and purpose belong together. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N17 · A fish-picture display choice

From: A-later-Q1 · Codes: AC9E3LY01, AC9E3LY02

Complete new source:

A fictional drawing exhibition offers a folded easel and a flat mat for a paper fish picture. The visitor wants to view the picture while standing at a table. The source describes the two options but gives no preference or engineering result. A useful question focuses on the visitor’s viewing job. No real fish facts, aquarium access or classroom survey is needed. The visitor may pass or use their usual communication.

New invitation: Ask a useful question about the supplied display choice.

Staff worked new response: ‘Would the folded easel or the flat mat suit viewing the fish picture at the table?’ names the reader job.

Complete guided-practice source:

A pretend badge display offers a tall card stand and a wide card strip. A visitor wants to find one character name without moving every badge.

Guided invitation: Ask a new bounded question that helps this reader choose.

Staff guided example: ‘Would the stand or strip help you find the character name?’ has a usable job focus.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Would the folded easel or the flat mat suit viewing the fish picture at the table?’ names the reader job. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A pretend badge display offers a tall card stand and a wide card strip. A visitor wants to find one character name without moving every badge. Then ask: Ask a new bounded question that helps this reader choose. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Would the stand or strip help you find the character name?’ has a usable job focus. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N18 · A scroll-holder report

From: A-later-Q2 · Codes: AC9E3LY05, AC9E3LY06

Complete new source:

At a fictional treasure-play desk, a maker’s supplied answer says, ‘I choose the long paper sleeve because the rolled story map fits inside.’ A draft report says, ‘This is good.’ Nothing says the sleeve is waterproof, strongest or suitable for real maps outdoors. A source-faithful report can name the object and the stated fit. Adult reading of the response is allowed, with help noted; the task is not a spelling test of every word.

New invitation: Replace the vague report with the supplied choice and reason.

Staff worked new response: ‘The maker chose the long paper sleeve because the rolled story map fits inside.’ names what and why.

Complete guided-practice source:

A new pretend theatre response says, ‘I choose the wide backdrop because the two puppet drawings fit beside each other.’ The draft says ‘It is nice’.

Guided invitation: Write a source-faithful more specific report.

Staff guided example: ‘The maker chose the wide backdrop because the two puppet drawings fit beside each other.’ preserves the response.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘The maker chose the long paper sleeve because the rolled story map fits inside.’ names what and why. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend theatre response says, ‘I choose the wide backdrop because the two puppet drawings fit beside each other.’ The draft says ‘It is nice’. Then ask: Write a source-faithful more specific report. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The maker chose the wide backdrop because the two puppet drawings fit beside each other.’ preserves the response. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N19 · A station label not yet made

From: A-later-Q3 · Codes: AC9E3LA08, AC9E3LY05

Complete new source:

In a complete fictional train-board game, Ali drew the station today. Ali hopes to add a paper timetable next week. The timetable has not been made. The source supplies no real train service or time. A finished station drawing does not prove the hoped-for timetable exists. A reader can identify the completed drawing and the future intention using the exact time and action words.

New invitation: Say whether the timetable exists and support the answer.

Staff worked new response: The station drawing is complete; the timetable is only hoped for next week and has not been made.

Complete guided-practice source:

In a new pretend garden scene, Bo placed a paper gate today. Bo plans to paint a sign tomorrow, but the sign is still blank.

Guided invitation: Explain which work is finished and which remains future.

Staff guided example: The gate is placed; painting the blank sign tomorrow remains planned.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The station drawing is complete; the timetable is only hoped for next week and has not been made. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: In a new pretend garden scene, Bo placed a paper gate today. Bo plans to paint a sign tomorrow, but the sign is still blank. Then ask: Explain which work is finished and which remains future. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The gate is placed; painting the blank sign tomorrow remains planned. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N20 · Make a shelf direction usable

From: A-later-Q4 · Codes: AC9E3LY06, AC9E3LA10

Complete new source:

A fictional reading shelf has a blue pocket labelled STORY CARDS and a plain tray labelled BLANK CARDS. A draft helper message says, ‘Put it there.’ The intended job is to put a new story card in the blue story-card pocket. The source supplies both object and place. A revision can name these referents without inventing a new storage rule or real library instruction. The child should explain how the change helps the helper.

New invitation: Revise the vague direction and give a reader-focused reason.

Staff worked new response: ‘Put the new story card in the blue STORY CARDS pocket’ tells the helper what ‘it’ and ‘there’ mean.

Complete guided-practice source:

A new pretend costume source has a red badge sleeve and a hat box. The job is to place a paper badge in the red sleeve. The draft is ‘Leave it there’.

Guided invitation: Revise for the new helper and explain the improvement.

Staff guided example: ‘Leave the paper badge in the red sleeve’ replaces vague referents with the supplied object and place.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Put the new story card in the blue STORY CARDS pocket’ tells the helper what ‘it’ and ‘there’ mean. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend costume source has a red badge sleeve and a hat box. The job is to place a paper badge in the red sleeve. The draft is ‘Leave it there’. Then ask: Revise for the new helper and explain the improvement. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Leave the paper badge in the red sleeve’ replaces vague referents with the supplied object and place. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N21 · A cardboard castle view

From: B-later-Q1 · Codes: AC9E3LE02, AC9E3LE03

Complete new source:

Paper Flag sees a cardboard castle gate as a tall doorway. Paper Shell sees its scalloped top as a row of tiny waves. They stand together at the gate, then enter once. The original story gives both noticing details. It does not provide a castle’s real architecture or the characters’ universal feelings. A reader can explain the different views without choosing one character as correct or revealing a personal experience.

New invitation: Name a supplied difference in noticing.

Staff worked new response: Flag notices a tall doorway; Shell notices a wave-like top. Both refer to the same gate.

Complete guided-practice source:

In a new story, Paper Leaf sees a toy bench as a shady roof. Paper Stone sees it as a wide table. They are both under it.

Guided invitation: Explain one different noticing using the source.

Staff guided example: Leaf notices the roof-like shelter; Stone notices the table-like surface.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

Flag notices a tall doorway; Shell notices a wave-like top. Both refer to the same gate. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: In a new story, Paper Leaf sees a toy bench as a shady roof. Paper Stone sees it as a wide table. They are both under it. Then ask: Explain one different noticing using the source. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Leaf notices the roof-like shelter; Stone notices the table-like surface. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N22 · The paper frog’s sound

From: B-later-Q2 · Codes: AC9E3LE03, AC9E3LE04

Complete new source:

A complete original story says, ‘Plip-plop went the paper frog’s feet on the drawn stones. The frog whispered, “Just one more hop.” It reached the last drawn stone and sat.’ The sound words may help a reader imagine a repeated light movement. The whisper may make the effort feel cautious or quiet. No real frog behaviour or water safety is claimed. Different plausible effects are accepted when the child ties them to actual language.

New invitation: Choose one detail and explain an effect.

Staff worked new response: ‘Plip-plop’ can make the movement sound light and repeated; the whisper could make it feel cautious.

Complete guided-practice source:

A new story says, ‘Whoosh went Ribbon around the paper windmill. Then Ribbon rested beside a still blade.’ No blade moves in the source.

Guided invitation: Choose one supplied word and explain a possible effect.

Staff guided example: ‘Whoosh’ suggests a quick sweeping movement. It does not prove a real wind speed.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Plip-plop’ can make the movement sound light and repeated; the whisper could make it feel cautious. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new story says, ‘Whoosh went Ribbon around the paper windmill. Then Ribbon rested beside a still blade.’ No blade moves in the source. Then ask: Choose one supplied word and explain a possible effect. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Whoosh’ suggests a quick sweeping movement. It does not prove a real wind speed. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N23 · A moon-cart arrival

From: B-later-Q3 · Codes: AC9E3LY05, AC9E3LA08

Complete new source:

In an original fictional space scene, a paper cart rolls from a drawn star to a cardboard moon. It stops at the moon’s edge. A paper flag waves there. The cart dreams of travelling to a drawn sun tomorrow, but the source ends at the moon arrival. There is no astronomy distance, real mission or completed sun journey. A reader should keep the completed arrival separate from the dream; a sequel would be new invented fiction.

New invitation: Name the completed event and the open future.

Staff worked new response: The moon arrival is complete. Tomorrow’s sun trip is a dream and has not happened here.

Complete guided-practice source:

A new story has Paper Boot reach a toy door. Boot wishes to visit the paper hill later. The story stops at the door.

Guided invitation: Explain what the ending establishes and what it leaves open.

Staff guided example: Boot reaches the door; the hill visit remains wished-for future.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The moon arrival is complete. Tomorrow’s sun trip is a dream and has not happened here. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new story has Paper Boot reach a toy door. Boot wishes to visit the paper hill later. The story stops at the door. Then ask: Explain what the ending establishes and what it leaves open. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Boot reaches the door; the hill visit remains wished-for future. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N24 · Button’s parade arrival

From: B-later-Q4 · Codes: AC9E3LE05, AC9E3LY06

Complete new source:

A complete original story shows Paper Crown sliding once to Button at the edge of a drawn parade path. Crown notices the smooth path. Button notices the crown’s red paper points. They greet each other; the parade itself has not begun. A retelling from Button’s view can keep the slide and greeting while focusing on the points. Any new thought is invented adaptation. The source gives no real parade schedule or public event.

New invitation: Retell the arrival from Button’s view without starting the unbegun parade.

Staff worked new response: ‘I saw Crown’s red points slide towards me. Crown stopped and we greeted each other beside the path.’ preserves the supplied arrival.

Complete guided-practice source:

A new story shows Paper Cup rolling once to Spoon at a toy table. Spoon notices a blue painted ring. The story ends at their greeting.

Guided invitation: Retell from Spoon’s view with a specific supplied noticing.

Staff guided example: Spoon can notice the blue ring during the roll; the greeting remains the ending.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘I saw Crown’s red points slide towards me. Crown stopped and we greeted each other beside the path.’ preserves the supplied arrival. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new story shows Paper Cup rolling once to Spoon at a toy table. Spoon notices a blue painted ring. The story ends at their greeting. Then ask: Retell from Spoon’s view with a specific supplied noticing. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Spoon can notice the blue ring during the roll; the greeting remains the ending. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N25 · An order card for a toy restaurant

From: C-later-Q1 · Codes: AC9E3LY03, AC9E3LA03

Complete new source:

Text A is a complete fictional sequence: ‘Toy visitor arrives; paper menu is offered; blank order card is placed in the tray.’ Text B says, ‘Visit our delightfully tiny paper café.’ A pretend helper needs the order of the role-play. The activity uses paper food drawings and supplies no real food service, allergy or operational rules. A child can choose the order card using its sequence labels, while recognising the invitation’s different purpose.

New invitation: Choose the fitting text for the helper and support the choice.

Staff worked new response: A gives the role-play order. B is an invitation with evaluation, not the full sequence.

Complete guided-practice source:

A new pretend workshop has an order card ‘Paper badge, puppet entrance, quiet wave’ and an invitation ‘Come for a bright puppet scene’. A performer needs sequence.

Guided invitation: Choose a text and explain a source clue.

Staff guided example: The order card supplies the sequence the performer needs.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

A gives the role-play order. B is an invitation with evaluation, not the full sequence. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend workshop has an order card ‘Paper badge, puppet entrance, quiet wave’ and an invitation ‘Come for a bright puppet scene’. A performer needs sequence. Then ask: Choose a text and explain a source clue. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The order card supplies the sequence the performer needs. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N26 · A sign for the pretend rocket room

From: C-later-Q2 · Codes: AC9E3LA09, AC9E3LY05

Complete new source:

The complete fictional image description shows a large sign labelled PAPER ROCKET ROOM beside a cardboard doorway. The source describes no other sign size. A child can explain that the sign makes the room’s name prominent, but cannot invent a smaller moon sign for comparison. The scene supplies no real launch, astronomy fact or local facility. Text and full image description both travel with the task, so visual reasoning remains available without drawing.

New invitation: Explain the sign’s emphasis without an unsupported comparison.

Staff worked new response: It makes PAPER ROCKET ROOM prominent as the destination. No comparison size is given.

Complete guided-practice source:

A new pretend craft image shows a large sign labelled RIBBON TABLE. No other sign size appears.

Guided invitation: Explain the named emphasis supported by the source.

Staff guided example: RIBBON TABLE is emphasised; the source does not say it is larger than another sign.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

It makes PAPER ROCKET ROOM prominent as the destination. No comparison size is given. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend craft image shows a large sign labelled RIBBON TABLE. No other sign size appears. Then ask: Explain the named emphasis supported by the source. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: RIBBON TABLE is emphasised; the source does not say it is larger than another sign. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N27 · A picture beside a paint note

From: C-later-Q3 · Codes: AC9E3LA09

Complete new source:

The complete pretend paint note says, ‘Put the paper colour card beside the star drawing.’ Its image description adds a round marker above the colour card. The sentence never names that marker or position. No real paint chemistry, colour vision test or safety rule is supplied. A reader can identify a visual detail that extends meaning beyond the words. A text description is an equivalent source route for this purpose.

New invitation: Name one image meaning absent from the sentence.

Staff worked new response: The round marker above the card is supplied by the image description, not the sentence.

Complete guided-practice source:

A new toy-ticket text says, ‘Place the ticket drawing by the gate.’ The image adds a triangular ribbon under the ticket.

Guided invitation: Identify the added shape or relation from the image description.

Staff guided example: The triangular ribbon under the ticket is an added visual detail.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

The round marker above the card is supplied by the image description, not the sentence. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new toy-ticket text says, ‘Place the ticket drawing by the gate.’ The image adds a triangular ribbon under the ticket. Then ask: Identify the added shape or relation from the image description. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: The triangular ribbon under the ticket is an added visual detail. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N28 · Words that invite a reader

From: C-later-Q4 · Codes: AC9E3LA02, AC9E3LY03

Complete new source:

A complete fictional play invitation says, ‘Come for a wonderfully bright paper-bird scene.’ Its plain order note says, ‘Bird entrance, short flight story, quiet goodbye.’ The invitation’s evaluative words may make the pretend scene appealing. They do not guarantee every reader will enjoy it. There is no real event, booking or performance requirement. A child can explain a possible effect with a supplied word rather than offer an unsupported claim about the audience.

New invitation: Choose an evaluative word and connect it to the invitation’s purpose.

Staff worked new response: ‘Wonderfully’ gives positive evaluation that may invite interest; enjoyment is not universal.

Complete guided-practice source:

A new fictional poster says, ‘Try our delightfully tiny cardboard maze story.’ A plain note only names the maze story.

Guided invitation: Explain how a chosen evaluative word serves the poster.

Staff guided example: ‘Delightfully’ expresses positive evaluation to make the story appealing.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘Wonderfully’ gives positive evaluation that may invite interest; enjoyment is not universal. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new fictional poster says, ‘Try our delightfully tiny cardboard maze story.’ A plain note only names the maze story. Then ask: Explain how a chosen evaluative word serves the poster. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Delightfully’ expresses positive evaluation to make the story appealing. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N29 · Several dancers’ ribbons

From: D-later-Q1 · Codes: AC9E3LA11

Complete new source:

Several fictional dancers share one set of paper ribbons. A draft label reads ‘the dancers ribbons’. Its intended meaning is ribbons belonging to those several dancers. The regular plural dancers already ends in s, so possession is marked after that s. The source is not about one dancer and gives no irregular plural pattern. No real performance or personal belongings need to be disclosed.

New invitation: Edit for the supplied several-owner meaning and explain the mark.

Staff worked new response: ‘The dancers’ ribbons’ places the apostrophe after the regular plural s and shows several owners.

Complete guided-practice source:

Several fictional gardeners share one paper map. The draft reads ‘the gardeners map’ and the source states the shared several-owner meaning.

Guided invitation: Edit this new label and explain the position.

Staff guided example: ‘The gardeners’ map’ uses an after-s apostrophe for the regular plural owners.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘The dancers’ ribbons’ places the apostrophe after the regular plural s and shows several owners. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: Several fictional gardeners share one paper map. The draft reads ‘the gardeners map’ and the source states the shared several-owner meaning. Then ask: Edit this new label and explain the position. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The gardeners’ map’ uses an after-s apostrophe for the regular plural owners. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N30 · We are on the story card

From: D-later-Q2 · Codes: AC9E3LA11

Complete new source:

A complete fictional note says, ‘We are ready for the paper story.’ The writer asks for the shorter contraction of ‘we are’ with the same meaning. An apostrophe marks omitted letters in this contraction; it is not an ownership label. No actual performance readiness or delivery is inferred from this written note. The teacher can supply the full words and let the child explain the mark through usual communication.

New invitation: Write the contraction and explain its job.

Staff worked new response: ‘We’re ready for the paper story’ shortens ‘we are’; the apostrophe marks missing letters.

Complete guided-practice source:

A new pretend message says, ‘They are beside the toy gate.’ The writer wants ‘they’re’ with the same meaning.

Guided invitation: Make the contraction and explain it without calling it possession.

Staff guided example: ‘They’re beside the toy gate’ contracts ‘they are’.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘We’re ready for the paper story’ shortens ‘we are’; the apostrophe marks missing letters. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend message says, ‘They are beside the toy gate.’ The writer wants ‘they’re’ with the same meaning. Then ask: Make the contraction and explain it without calling it possession. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘They’re beside the toy gate’ contracts ‘they are’. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N31 · There and their in a supplied meaning

From: D-later-Q3 · Codes: AC9E3LY12, AC9E3LY05

Complete new source:

The complete fictional toy-room source says, ‘The paper makers put their cards there.’ Their means belonging to the makers; there points to the supplied tray place. In usual Australian English these words commonly have the same spoken form, with different meanings and spellings. The teacher checks the learner’s language variety rather than inventing a translation or pronunciation law. Adult reading of the sentence supports comprehension but does not prove independent spelling.

New invitation: Explain each word’s job using the intended meaning.

Staff worked new response: Their connects cards to the makers; there points to the tray place.

Complete guided-practice source:

A new pretend sentence says, ‘The players left their labels there.’ The source states the labels belong to the players and there means the blue pocket.

Guided invitation: Explain the words’ different meanings for this sentence.

Staff guided example: Their shows the players’ connection to the labels; there identifies the blue-pocket place.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

Their connects cards to the makers; there points to the tray place. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new pretend sentence says, ‘The players left their labels there.’ The source states the labels belong to the players and there means the blue pocket. Then ask: Explain the words’ different meanings for this sentence. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: Their shows the players’ connection to the labels; there identifies the blue-pocket place. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

N32 · Several paper birds prefer a wave

From: D-later-Q4 · Codes: AC9E3LA06, AC9E3LA08

Complete new source:

The complete fictional draft says, ‘The paper birds likes the quiet wave.’ It concerns several birds’ present preference in a story scene. The intended meaning is not one bird and is not a past event. Editing should make subject and verb agree while preserving present time. No actual animal behaviour is claimed. An adult can read the draft, with any help recorded separately from the child’s grammatical decision.

New invitation: Edit for the stated plural subject and present meaning.

Staff worked new response: ‘The paper birds like the quiet wave.’ Several birds take ‘like’ here.

Complete guided-practice source:

A new draft says, ‘The paper makers wants the wide strip.’ It concerns several makers’ present preference.

Guided invitation: Edit the new sentence while keeping its present meaning.

Staff guided example: ‘The paper makers want the wide strip.’ The plural subject agrees with ‘want’.

Full teaching steps:

Notice together · 3–5 minutes

Show and explain · 4–7 minutes

‘The paper birds like the quiet wave.’ Several birds take ‘like’ here. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: A new draft says, ‘The paper makers wants the wide strip.’ It concerns several makers’ present preference. Then ask: Edit the new sentence while keeping its present meaning. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘The paper makers want the wide strip.’ The plural subject agrees with ‘want’. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Access choices:

Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.