Ask, notice, tell · Year3 English Weeks9–10 · written proposalYear 3 English · T1 W9–10 · Provenance / Accepted proposal / Proposal · Text version

A small useful question can turn into a clear message. Children choose a reader, keep the answer’s meaning, play with a character’s view and improve one piece someone can use.

This is a complete written proposal for Days41–50, pending a different whole review. It contains lessons and full source material; its twenty artwork/audio/interaction offers are written briefs. No SVG, audio file, website interaction, classroom pilot, native Browser or complete-year approval is claimed.

Start small

Use one day and its two complete C sources. Read the entry option; offer objects, usual communication or writing. A supplied fictional response works when a partner is unavailable. An optional real question goes only to a willing familiar person and needs no names or personal data. Skip interviews, public performance or online activity without losing the language purpose.

Sequence and entry

The actual published predecessor at fixed089d6ac9 has415 files for Weeks7–8/Days31–40: useful guides, precise noun groups, clauses, paragraphs, navigation and reader testing. The complete dated annual organiser is retained unchanged in INHERITED-YEAR-SEQUENCE.md. Its old planning-only status for Weeks7 onward is historical, not current. Its Week9 audience-aware question/report and Week10 reread/edit/present intentions guide this new block. A numerical class survey or prior Maths mastery is not an English prerequisite.

The ten days

1. Day41 · Ask a question that helps someone — Plan a useful question for a chosen reader, then listen or use a supplied answer.
2. Day42 · Tell what the answer actually says — Make a short report that keeps an answer’s meaning and separates it from a new suggestion.
3. Day43 · Choose how strong your words sound — Explore questions, evaluation and modal force without changing a supplied rule or pretending every suggestion is a requirement.
4. Day44 · Give related ideas a home — Group related information into simple paragraphs and give the reader a clear route through a small report.
5. Day45 · Let a character notice something different — Discuss character, setting and mood, then adapt a short original story from another perspective.
6. Day46 · Same topic, different reader — Identify audience and purpose in informative, imaginative and persuasive texts and explain how an image extends meaning.
7. Day47 · Edit the little marks that change meaning — Use contractions and singular or regular plural possession in meaningful editing, with the supplied intended meaning visible.
8. Day48 · Find a word, then check the whole sentence — Use taught sound-letter, syllable and meaningful word-part knowledge with sentence context, and distinguish actual reading/spelling evidence from supported comprehension.
9. Day49 · Make a tiny report for a real job — Plan, draft and revise a short informative or persuasive message for a chosen audience using supplied or permitted response material.
10. Day50 · Choose your strongest example and share it your way — Select a useful piece, explain a meaningful revision and optionally present it with a clear reader route.

Timing, access and evidence

Timing is an unpiloted flexible 40–70 minute offer. Split sessions, reduce the quantity or return later while preserving the purpose. Adult reading/scribing and supplied responses are legitimate access routes; note support when interpreting evidence. No fixed learning-style or neurotype categories. Check materials and the particular classroom; ordinary paper, pencil and usual communication are sufficient. Do not require a real interview, photographs, personal data, camera, microphone, online account or public publishing.

Actual interaction, independent print reading, spelling, handwriting and oral/signed delivery are different evidence. Rich adult-read sources are not controlled decodables. Check taught sound-letter knowledge before asking for independent reading. The local32 components support formative decisions and specific teaching; they are not A–E bands or causal progress measures.

Proposed later navigation

A generated bank should give Teacher / Child / Home / Paper / Ordinary sources / Source facts / Reporter Desk routes. Each day links its matched C pair,H,X,W,script and visual. Each teacher case links its matched neutral source, four-own response, case-paper,V13–20 and all four N lessons; the ordinary eight-field Desk paper has a distinct label. These are construction requirements, not claims that a UI already exists.

Review and contributions

An educator can suggest a change with resource ID, place/year, exact wording, reason, source URL/date, relevant curriculum code, access effect and rights note. Keep the original, show the proposed diff and submit for review. Child work needs permission and privacy review before sharing; none is required to contribute. The edit/review interface is still a later construction requirement.

Ten whole lessons and practical supplementary material

Day41 · Ask a question that helps someone

Day: 41

Title: Ask a question that helps someone

Purpose: Plan a useful question for a chosen reader, then listen or use a supplied answer.

Codes: ["AC9E3LA01", "AC9E3LY01", "AC9E3LY02", "AC9E3LY06"]

Job: Help a new visitor choose a quiet reading spot.

Entry: Offer C01 and its supplied answer. A child who has not made a guide can still choose one reader and one question; nobody has to interview a stranger.

Kit: C01/C02, scrap card, pencil or dictated words; an optional willing familiar partner.

Child: Who is it for? Ask one useful question. Leave space for the answer.

Notice: Notice whether the question has a reader, a usable choice or focus, and a purpose. Record any prompting. Do not infer actual turn-taking from the finished card.

Full teaching sequence

Start with a need · 5–8 minutes

Read C01 together. Point to the visitor, who wants to read quietly but has not chosen a spot. Ask what the visitor needs to decide. Accept pointing, a spoken idea or a written question. Explain that asking a question can help a reader; it does not guarantee an answer.

Show a question doing a job · 8–12 minutes

Model ‘Would a seat near the window or a cushion away from the door suit you?’ Explain why each offered choice is in C01. Compare ‘Do you like things?’: it is so broad that the answer may not help choose a spot. Model taking turns and accepting ‘I’d rather not answer’. Use C02 to show that a practical question changes when the reader’s job changes.

Try together · 10–15 minutes

Pairs choose a reading visitor or a mending helper. Each names the reader and says what the answer will help decide. Rehearse one question. A partner may answer, ask for the question again or decline. If no partner is available, use the exact supplied answer in C01 or C02; mark it as supplied rather than claiming a real conversation.

Make a tiny question card · 12–20 minutes

Children create a card with reader, purpose, one question and a genuinely empty answer area. Let them revise after a willing partner says what they think is being asked. Read an answer back without adding an explanation the person did not give. Keep a written/dictated source note separate from the final message.

Finish · 5 minutes

Invite one child to explain how the question helps this reader. Keep the card and a brief observation of the actual interaction, if it occurred. A supplied-answer card can show planning; it cannot show that a child listened and took turns in a real exchange.

Three switchable routes

Make and test

Use two scrap cards as the two possible seats. Place the question beside them and try it with a willing person. Moving a card can replace handwriting; the child still chooses the reader and purpose.

Talk, point or dictate

An adult reads the two sources and writes the child’s exact chosen question. Offer a ‘pass’ card. Judge the question’s usefulness separately from speech, eye contact or the adult’s handwriting.

Read and write

Use the short displayed C01 question before the rich adult-read passage. Read only words that match taught knowledge. Write the question, then circle the words that name the choice; independent decoding is observed separately.

Day42 · Tell what the answer actually says

Day: 42

Title: Tell what the answer actually says

Purpose: Make a short report that keeps an answer’s meaning and separates it from a new suggestion.

Codes: ["AC9E3LY05", "AC9E3LA06", "AC9E3LA08", "AC9E3LY06"]

Job: Tell a helper what a pretend packing partner chose.

Entry: Use the supplied response in C03. The report can be entirely fictional; no home survey, counting or prior interview is required.

Kit: C03/C04, two colours or two labelled spaces, a card for the report.

Child: Read the answer. Tell it clearly. Put your new idea in a different sentence.

Notice: Look for an accurate choice and supplied reason, and a signalled new suggestion. Do not require the adult’s model wording or invent a factual property for the item.

Full teaching sequence

Find the answer · 5–8 minutes

Read C03. Ask which exact words tell us the pretend partner’s choice. Place those words under ‘answer’. Put the author’s spare suggestion under ‘new idea’. Do not treat a picture as proof that a person chose an unmentioned item.

Model a faithful report · 8–12 minutes

Say ‘Mara chose the cloth bag because the handles feel comfortable.’ Point to the supplied response for both choice and reason. Then model ‘I suggest adding a label’ as a different sentence. Compare the invented report ‘Mara chose it because it is waterproof’: the source did not say that. This is a reading check, not a test of whether cloth is waterproof.

Try another job · 10–15 minutes

Read C04 about a cardboard costume repair. Together make one report sentence about the supplied answer and one optional suggestion. Notice a clear subject and verb. Keep the source’s time: a choice made yesterday is a past choice; a plan for tomorrow is not an event that has already happened.

Make a useful handover · 12–20 minutes

Children choose one source. Write or dictate a two-sentence message: what the response says, then an optional clearly signalled suggestion. A reader checks whether each reported claim can be pointed to in that source. Children may shorten or rephrase without silently adding a reason.

Finish · 5 minutes

Ask the child to point to the source for one reported detail. Keep the report and the source identity. Treat real listening, handwriting and spelling as separate observations when the mode or help does not allow them to be seen.

Three switchable routes

Sort and build

Move supplied sentence strips into ‘answer’ and ‘my suggestion’, then arrange a message. Leave an optional suggestion empty if none is needed; classification is a tool for keeping meaning, not a required colour test.

Hear and dictate

An adult reads the answer twice. The child retells or points; the adult records exact words. Re-read the source after the retelling so the child can correct a missing detail.

Read and edit

Read the short answer independently only where taught knowledge allows. Draft two sentences and underline the subject and verb in one. A partner checks the meaning against the complete source.

Day43 · Choose how strong your words sound

Day: 43

Title: Choose how strong your words sound

Purpose: Explore questions, evaluation and modal force without changing a supplied rule or pretending every suggestion is a requirement.

Codes: ["AC9E3LA02", "AC9E3LA06", "AC9E3LA07", "AC9E3LY02"]

Job: Help a pretend play team decide how to word a suggestion.

Entry: Start with C05’s fictional puppet rehearsal. Children can work with supplied lines; no understanding of a real safety rule is presumed.

Kit: C05/C06, three word cards ‘might’, ‘could’, ‘must’, blank speech bubbles.

Child: Try the words aloud or silently. What changes? Choose words that fit the job.

Notice: Notice whether a child relates a specific word to force and the reader’s purpose. Accept justified differences; do not grade personality or one supposed ‘correct’ emotional reaction.

Full teaching sequence

Hear a change · 5–8 minutes

Read the puppet rehearsal in C05. Say ‘We might add a pause’ and ‘We must add a pause’. Ask how the demand feels different. A child can point to the stronger line without performing it.

Model careful force · 8–12 minutes

Explain that ‘must’ makes this suggestion sound like a requirement, although the source only offers a choice. Model ‘Could we try a pause?’ for an invitation. Contrast the supplied fictional instruction ‘Put the paper puppets in the box after rehearsal’: preserve that instruction’s meaning rather than claiming all strong words are wrong.

Try feeling and saying verbs · 10–15 minutes

Use C06’s garden drawing club. Compare ‘I think the tall flower would fit’ and ‘I like the tall flower’. Name thinking and feeling verbs and discuss their different jobs. Keep a subject with its agreeing verb: ‘The team likes’ / ‘The children like’.

Make two versions · 12–20 minutes

Children write, dictate or build two wordings of a suggestion, explain which sounds stronger, and choose one for the intended reader. They may keep a strong version for a justified purpose. Do not demand one politeness dialect or treat tone, accent, stimming or eye contact as a criterion.

Finish · 5 minutes

Ask what changed in the words and what stayed the same in the proposal. Record the child’s explanation, with help noted. The sheet alone does not establish actual conversational negotiation.

Three switchable routes

Act with objects

Give a paper puppet two speech bubbles. Switch ‘might’ and ‘must’ and move a small pause marker to show the proposal staying the same.

Listen, sign or point

An adult reads or signs both lines with the same neutral delivery first. The child selects a stronger phrase and offers a preferred wording through their usual communication.

Write and compare

Write both versions, box the changed modal word, then add one reason tied to the reader. Colour is optional; labels carry the distinction.

Day44 · Give related ideas a home

Day: 44

Title: Give related ideas a home

Purpose: Group related information into simple paragraphs and give the reader a clear route through a small report.

Codes: ["AC9E3LA03", "AC9E3LA04", "AC9E3LA05", "AC9E3LY06"]

Job: Make a two-part note for a pretend repair table.

Entry: Use C07’s supplied job and response. A title and two short groups are enough; a long report is not required.

Kit: C07/C08, sentence strips or a blank folded page.

Child: Keep ideas that belong together. Start a new group when the job changes.

Notice: Look for a meaningful title, related grouping and a reason for a move. Do not mistake a neat layout or an adult scribed paragraph for independent composition.

Full teaching sequence

Find two jobs · 5–8 minutes

Read C07. Separate what the pretend helper needs to know about the tear from what they need to know about the chosen decoration. Ask which ideas belong together.

Model grouping · 8–12 minutes

Build a title ‘Paper kite repair’. Model one short paragraph about the tear and another about the decoration choice. Explain a paragraph as a group of related ideas, rather than any fixed number of sentences. Show a heading or a return link as a route for the reader, not as decoration.

Try a different domain · 10–15 minutes

Read C08’s food-play café card. Group opening-job information separately from a customer’s supplied preference. No real food handling or allergy advice is offered. Move strips before writing and explain one grouping decision.

Make a reader-ready page · 12–20 minutes

Children choose the repair or pretend café source and produce a title plus two related groups. A partner follows the page: what is this about, and where would they look for the preference? Children can change a heading or move one sentence after the test.

Finish · 5 minutes

Keep the first arrangement and a revised arrangement if the child chooses to preserve them. Ask which move helped the reader. Paragraph quality is judged from related ideas, not a two-paragraph quota applied to every later text.

Three switchable routes

Fold and sort

Use a folded scrap page as two labelled spaces. Move whole idea strips, then choose where to begin a new paragraph.

Read together and dictate

An adult reads both source groups. The child names what belongs together and dictates the message; record organising evidence separately from writing mechanics.

Write and navigate

Draft the title and grouped paragraphs. Use a contents-style two-item route only if it helps this reader, then test whether the label reaches the intended group.

Day45 · Let a character notice something different

Day: 45

Title: Let a character notice something different

Purpose: Discuss character, setting and mood, then adapt a short original story from another perspective.

Codes: ["AC9E3LE02", "AC9E3LE03", "AC9E3LE04", "AC9E3LE05"]

Job: Retell one small event for a reader who enjoys a character’s view.

Entry: All story material is original fiction. Offer the complete C09/C10 stories aloud; no personal experience disclosure or reading of borrowed books is required.

Kit: C09/C10, blank storyboard or loose paper, optional household objects as characters.

Child: Whose eyes are we using? Keep the event. Change what the character notices.

Notice: Look for a preserved event and a specific changed noticing or language effect. Preferences need a reason tied to the story, not agreement with the teacher’s taste.

Full teaching sequence

Meet the event · 5–8 minutes

Read C09 about a toy ferry at a windy puddle. Ask what happened and how the paper captain felt. Point to language or an illustration description rather than assuming one emotional answer.

Model a perspective move · 8–12 minutes

Retell the same arrival from the waiting pebble’s view: it notices the splash and the wobbling bow. Preserve the shared event; do not turn the ferry’s planned return into a journey that has already happened. Compare ‘plop-plop’ with ‘a noise’ and explain a possible reader reaction.

Try a different story · 10–15 minutes

Read C10 about a shadow puppet. Choose one character, keep the event order and identify one sensory detail the new character might notice. Label any invented new thought as part of the adapted fiction, not as a quote from the original.

Make a short retelling · 12–20 minutes

Children create three scenes or a short paragraph from their chosen character. They may add a rhythm or sound word if it serves the reader. Ask a willing reader what mood the retelling suggests; different supported readings can coexist.

Finish · 5 minutes

Invite a child to compare one original phrase with one changed phrase and explain the effect. Do not claim this original fiction supplies the required range of First Nations Australian and world authors across the year.

Three switchable routes

Stage with objects

Use a pebble-shaped scrap and a paper ferry or puppet. Point to one place each character could notice, then tell or dictate the retelling.

Hear and imagine

Listen to the entire original story. Give the child scene choices and time to think; no acting, loud sound or personal story sharing is required.

Write or storyboard

Use three genuinely empty panels or a paragraph. Caption the same event from a new viewpoint and explain one changed detail.

Day46 · Same topic, different reader

Day: 46

Title: Same topic, different reader

Purpose: Identify audience and purpose in informative, imaginative and persuasive texts and explain how an image extends meaning.

Codes: ["AC9E3LY01", "AC9E3LY03", "AC9E3LA03", "AC9E3LA09"]

Job: Choose a text that fits a pretend visitor’s job.

Entry: C11/C12 include full short texts and explicit image descriptions. Children can listen and view; print reading is observed separately.

Kit: C11/C12, two text cards, optional sketch space.

Child: Who is this for? What does it help them do? Show one clue.

Notice: Notice an audience-purpose match and a specific clue. An extending image adds or clarifies meaning; it is not simply a decorative picture.

Full teaching sequence

Compare two texts · 5–8 minutes

Read C11’s map note and imaginative snail scene. Both concern a toy garden, but one helps someone find a place and one tells an event. Ask for a word or layout clue that supports the difference.

Model a supported choice · 8–12 minutes

Choose the map note for a visitor looking for the pretend seed table and point to its route labels. Choose the story for a reader who wants a funny character event. Explain that a large labelled sign in the supplied image emphasises the seed table; do not claim it is larger than another sign when the source gives no comparison.

Try persuasion · 10–15 minutes

Read C12’s toy concert invitation and neutral schedule. Compare an inviting evaluative phrase with the schedule’s time order. Neither is a promise of a real public event. Ask what an image adds that the words do not already say.

Make a matched recommendation · 12–20 minutes

Children choose a reader/job card, name the best supplied text and explain one language or visual clue. They then add a small image or caption that extends a specific meaning. A text-only description can replace drawing.

Finish · 5 minutes

Ask the reader to locate the added meaning. Keep the source identity and the child’s reason; do not grade artistic polish or presume a picture is factual evidence about a real site.

Three switchable routes

Match cards

Place three reader/job cards beside complete texts, then choose one match and explain a clue. The matching set is a discussion tool, not an automatic score.

Listen and describe

Hear the full texts and image descriptions. Use pointing or a dictated reason. Image meaning remains available without vision or drawing.

Read and caption

Read appropriate short parts, then write a recommendation and an extending caption. Observe decoding separately from text-purpose reasoning.

Day47 · Edit the little marks that change meaning

Day: 47

Title: Edit the little marks that change meaning

Purpose: Use contractions and singular or regular plural possession in meaningful editing, with the supplied intended meaning visible.

Codes: ["AC9E3LA11", "AC9E3LA06", "AC9E3LA08", "AC9E3LY06"]

Job: Make a lost-and-found report easier to understand.

Entry: Use C13’s stated one-owner meaning and C14’s stated several-owner meaning. Children need not already know every apostrophe pattern.

Kit: C13/C14, movable apostrophe card or pencil, genuinely blank edit strip.

Child: What does the sentence mean? Put the mark where it helps show that meaning.

Notice: Notice whether the apostrophe’s position fits the supplied meaning and whether the child distinguishes contraction from possession. A copied final model is not an unseen first response.

Full teaching sequence

Establish the meaning · 5–8 minutes

Read C13. The blue pouch belongs to one character, Sam; the sign’s ‘do not’ is intended as a contraction. State this intended meaning before asking children to edit.

Model two jobs · 8–12 minutes

Show ‘Sam’s pouch’ for one owner and ‘don’t’ for missing letters in ‘do not’. Say which letters are missing; do not call the possessive apostrophe a missing-letter mark. Model a complete sentence with a clear subject/verb and the same time as the source.

Try regular plural possession · 10–15 minutes

Read C14: the three players share a box labelled ‘the players’ box’. Contrast ‘the player’s box’ for one player with ‘the players’ box’ for several players. The source supplies which meaning is intended. Avoid introducing irregular plurals as if the same suffix rule always applies.

Edit for the reader · 12–20 minutes

Children choose a source and make a short corrected report. Ask them to explain one apostrophe’s job and check that the meaning stayed the same. Offer a clean model after the first attempt; record adult help rather than pretending independent spelling.

Finish · 5 minutes

A partner explains who owns the object and what the contraction means. If the editing changes that meaning, return to the source and try again. Neat handwriting is a separate observation.

Three switchable routes

Move the mark

Use letter and apostrophe cards. Build one contraction and one possessive phrase, then explain the different jobs.

Hear, sign and dictate

An adult states the intended meaning and reads both versions. The child points to the fitting phrase or dictates a correction; assess meaning, not speech or adult pen control.

Write and explain

Edit on a blank strip, box the apostrophe and write a short explanation. Independently written joined letters can be observed separately if explicitly taught.

Day48 · Find a word, then check the whole sentence

Day: 48

Title: Find a word, then check the whole sentence

Purpose: Use taught sound-letter, syllable and meaningful word-part knowledge with sentence context, and distinguish actual reading/spelling evidence from supported comprehension.

Codes: ["AC9E3LY04", "AC9E3LY09", "AC9E3LY10", "AC9E3LY11", "AC9E3LY12"]

Job: Prepare a small word-help strip for a reader of a pretend repair message.

Entry: Teacher selects a small set compatible with the learner’s taught sound-letter knowledge. Rich C15/C16 passages are adult-read options; no unfamiliar pattern is assumed to be mastered.

Kit: C15/C16, selected word cards ‘replay’, ‘playing’, ‘sunset’ or teacher-chosen equivalents, blank strip.

Child: Try the word. Check the sentence. Ask for help if the pattern is new.

Notice: Record the actual sound-letter/word-part strategy, self-correction and conditions. Keep high-frequency/homophone spelling, oral reading and listening comprehension separate.

Full teaching sequence

Check the entry · 5–8 minutes

Offer a few selected words individually and in a short sentence. Ask how the child is trying to read them. If patterns are untaught, teach or supply the word and keep comprehension work available; do not label a child a poor reader from an unsupported first attempt.

Model more than guessing · 8–12 minutes

Use ‘replay’: connect taught sounds and letters, identify ‘re-’ plus ‘play’, then check whether ‘play again’ fits C15’s puppet sentence. Use ‘playing’ to discuss the known base and suffix without claiming all words keep identical spelling. Avoid guessing solely from the picture or first letter.

Try a meaning change · 10–15 minutes

Read C16’s music note. Distinguish ‘here’ and ‘hear’ by the intended sentence meaning while acknowledging their same spoken form in usual Australian English. Teacher pronunciation support should be checked in the learner’s language variety; no invented multilingual pronunciation is supplied.

Make and use a word-help strip · 12–20 minutes

Choose one taught or newly explicitly taught word. Record the word, a useful part or sound-letter observation, and a complete sentence. Re-read the sentence for meaning and accuracy. For spelling, remove the supplied model for a fresh attempt only after teaching; record the conditions.

Finish · 5 minutes

Keep an actual reading observation if heard, a spelling attempt if independently produced and the supported comprehension work separately. No percentage of decoding mastery or fixed reading level follows from this small set.

Three switchable routes

Build and move

Move known letter or word-part cards to form a selected word, then choose the fitting sentence. Motor movement is optional and does not replace actual reading observation.

Listen and explain meaning

An adult reads the passage and supplies unfamiliar words. The child explains a word part or sentence meaning through usual communication; do not score independent decoding from this route.

Read, re-read and spell

Read a short taught-pattern sentence, re-read after self-correction, and make one fresh spelling attempt. The teacher records exactly which support and prior teaching were available.

Day49 · Make a tiny report for a real job

Day: 49

Title: Make a tiny report for a real job

Purpose: Plan, draft and revise a short informative or persuasive message for a chosen audience using supplied or permitted response material.

Codes: ["AC9E3LY06", "AC9E3LY07", "AC9E3LA04", "AC9E3LA10"]

Job: Help a reader choose or use a pretend activity space.

Entry: Use C17/C18’s supplied responses or a willing familiar person’s nonpersonal answer. A class survey, numeric analysis and public publishing are optional, not prerequisites.

Kit: C17/C18, chosen first draft, blank page or Reporter Desk brief paper fields.

Child: Pick your reader. Make a useful message. Ask what is clear and what needs work.

Notice: Notice audience fit, source-faithful supporting detail and a reasoned edit/retention. Do not claim two saved versions demonstrate independent drafting or actual delivery on their own.

Full teaching sequence

Choose a small outcome · 5–8 minutes

Read C17/C18 and choose a reader/job. A child might recommend one activity space or explain a packing preference. Agree a manageable message rather than a required word count.

Model a plan · 8–12 minutes

Name reader, question, source response, main message and one supporting reason. Group related ideas. Keep exact response words as a quote only if they are actually supplied or permitted; label any invented speech as fiction.

Draft and rehearse · 10–15 minutes

Children draft one or two short paragraphs or an equivalent spoken/signed/multimodal message. Include a precise topic word, such as ‘folded pocket’, only where its meaning is understood. Rehearse with clear order; volume, pace and pitch are available choices, not an instruction to perform loudly.

Use feedback · 12–20 minutes

A willing reader says one thing they understood and one question. Children choose a meaningful change or explain why they retained a part. Keep both versions if wanted, with source identity and words intact. Do not auto-rewrite or equate any edit with improvement.

Finish · 5 minutes

Keep the report and a note about the actual reader test. A written script shows planning; actual delivery and audience interaction require a separate observation. Publishing can mean sharing with one permitted person or keeping a private copy.

Three switchable routes

Build a display

Arrange blank report cards and an optional sketch on a folded stand. A partner follows it and asks one question before the child chooses an edit.

Speak, sign or dictate

Use usual communication to compose and rehearse. Record the child’s message and support; no recording, camera, account or public sharing is required.

Write and revise

Make two chosen drafts and explain one change against the reader’s job. Check sentence grouping, tense and selected words after the meaning is established.

Day50 · Choose your strongest example and share it your way

Day: 50

Title: Choose your strongest example and share it your way

Purpose: Select a useful piece, explain a meaningful revision and optionally present it with a clear reader route.

Codes: ["AC9E3LY06", "AC9E3LY07", "AC9E3LY02", "AC9E3LE05"]

Job: Make a small handover that another reader can use without guessing.

Entry: Choose any work from this fortnight or use C19/C20 and a fresh mini draft. Attendance or completion of all previous days is not assumed.

Kit: One chosen draft, original source where available, blank handover card, optional storyboard.

Child: Pick one piece. Tell what it helps someone do. Show one choice you made.

Notice: Judge the chosen work’s usefulness and supported explanation. Do not reward number of pages, public confidence or disclosure of private experiences.

Full teaching sequence

Choose evidence with a purpose · 5–8 minutes

Offer a question card, short report, story adaptation or edited label. Ask which best helps the chosen reader. A child who lacks earlier work can start with the supplied C19/C20 source.

Model an honest handover · 8–12 minutes

Show a source, a chosen message and a short explanation of one kept or changed part. Say ‘I changed the vague word to name the pocket’ rather than ‘I made it perfect’. Name any supplied answer or adult help.

Rehearse a reader route · 10–15 minutes

Plan a short spoken/signed explanation or written route: what this is, who it is for, and where to look. Optional delivery can be to one willing person. A child can decline public performance and still make a useful written handover.

Try and refine · 12–20 minutes

The reader uses the handover or asks a supplied question. The child makes one final change if needed, or gives a reason for keeping the current version. Separate original story invention from a factual report and leave private/personal information out.

Finish · 5–8 minutes

Keep one selected work sample, source identity, help note and the child’s explanation. State the local evidence it provides and the strands still needing taught opportunities. This fortnight is not a complete annual English assessment or proof of learning gain.

Three switchable routes

Portable handover

Arrange source, message and explanation on three loose cards, then test the order with a willing reader. The outcome can remain small and private.

Quiet sharing

Dictate, sign or point through the handover with a familiar adult. Use a supplied reader question if nobody is available; actual presentation evidence is recorded only if observed.

Written mini portfolio

Choose a draft, annotate one purposeful revision, and add a short reader route. Independent reading, spelling and joined handwriting are recorded separately when conditions permit.

C01–C20 · complete ordinary teaching sources

These are ordinary sources; worked examples below are staff teaching material, not neutral held cases.

C01 · Reading corner · A quiet-seat question

Complete source:

The pretend reading corner has a window seat and a cushion away from the door. The new visitor wants a quiet place to look at a story. Pip offers a question: ‘Would the window seat or the cushion away from the door suit you?’ The supplied visitor answer is: ‘I would choose the cushion, because people keep walking past the window seat.’ This answer belongs to the fictional visitor; it is not a result from a real class. A sign says ‘You can pass, ask for the question again, or choose another way to answer.’ The drawing shows both places without declaring one best.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Would the window seat or the cushion away from the door suit you?

The question names two supplied places and helps the visitor choose. The answer gives a choice and a reason; it does not say every person likes cushions.

C02 · Mending shelf · A helper’s useful question

Complete source:

At a pretend mending shelf, a paper puppet has a loose arm and an undecorated hat. The helper can begin with the arm or the hat. The puppet-maker needs it to move for a short scene. The supplied maker answer is: ‘Please start with the loose arm. I want the puppet to wave.’ There is no claim about a real tool, glue, sewing needle or repair service. The helper asks, ‘Which part should I work on first for your scene?’ A separate note says the maker may decorate the hat later. The arm-first answer does not prove that the hat has already been decorated.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Which part should the helper begin with for this scene?

A useful report keeps arm first and the waving reason. A future decoration plan stays a plan.

C03 · Packing game · Answer and new suggestion

Complete source:

Mara and Kit play a fictional packing game with a cloth bag and a cardboard box. Yesterday, Mara said, ‘I choose the cloth bag because the handles feel comfortable.’ Kit has an idea: a paper label could make the bag easier to recognise in the game. No one has tried the label yet. The source does not claim the cloth is waterproof, stronger than the box, or available from a real shop. A small answer card contains Mara’s exact supplied response. A separate suggestion card contains Kit’s proposed label. A reader should be able to tell which part reports an answer and which part offers a new idea.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Mara chose the cloth bag because the handles feel comfortable.

The report preserves the response’s choice and reason. ‘I suggest a label’ is a new suggestion, not Mara’s answer.

C04 · Costume table · A repair handover

Complete source:

A fictional cardboard costume has a torn paper badge and a plain sleeve. The performer is asked what would help with the next pretend scene. The supplied answer is, ‘Please mend the badge first so the audience can read my character’s name.’ Another child suggests adding a silver star to the sleeve tomorrow. The source gives no real repair instructions or claim about costume safety. A picture description shows the torn badge’s letters split by the tear. The star is on a separate planning card. The badge choice is a supplied response; the star is an untried idea. Nothing says the sleeve has already received a star.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Please mend the badge first so the audience can read the character’s name.

The sentence keeps the supplied priority and reason. The tomorrow star belongs in a separately signalled suggestion.

C05 · Puppet rehearsal · Invitation or requirement

Complete source:

The paper puppet group is rehearsing a short pretend scene. The scene can include a pause before the dragon’s entrance. One suggestion says, ‘We might add a pause.’ Another says, ‘We must add a pause.’ Both concern the same proposed pause, but the second sounds more forceful. No source rule requires that pause. A separate fictional instruction says, ‘Put the paper puppets in the box after rehearsal.’ The group can discuss the pause without changing that stated instruction. Everyone may use their usual communication or decline to act. There is no required loud performance, camera or audience.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Could we try a pause before the dragon arrives?

The question invites a trial of the supplied option. Calling the pause compulsory would add a requirement the source does not give.

C06 · Garden drawing club · Feeling and thinking

Complete source:

The pretend garden drawing club is choosing a flower for a paper scene. A tall blue flower and a short yellow flower are available in the supplied drawing. One child says, ‘I think the tall flower would fit beside the gate.’ Another says, ‘I like the short yellow flower.’ The first line expresses thinking about fit; the second expresses a preference. Neither child’s line proves which flower a real garden needs. The group plans to try both placements on paper. The trial has not happened yet. A caption says ‘The team likes choices’ and another says ‘The children like choices’, with subjects and verbs agreeing.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: I think the tall flower would fit beside the gate.

The thinking verb helps explain a possible placement. A different supported preference may also be reasonable.

C07 · Paper kite repair · Two related groups

Complete source:

The fictional repair table has a paper kite with a tear near one corner. A round paper patch is being considered. Jo’s supplied response is, ‘I like the blue star for the decoration.’ The blue star and the patch have different jobs: one records a decoration preference and one concerns the tear. The string is resting on a chair in the picture description. This is not a guide for making a real flying kite or using sharp repair tools. A title can name the repair, a first paragraph can group tear-and-patch information, and a second paragraph can report Jo’s decoration preference. No paragraph needs a fixed number of sentences.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Paper kite repair: tear and patch. Decoration choice: Jo’s blue star.

Two groups help a reader find related information. The supplied blue-star preference is not proof that the repair succeeded.

C08 · Pretend café · A page with two jobs

Complete source:

The toy café uses paper food drawings; nobody prepares or eats food in this activity. Its opening-job note says to put the paper menu beside the toy till and the blank order cards in a tray. A supplied pretend customer answer says, ‘I would like the round paper biscuit drawing.’ An optional display sketch shows the menu on the left and the tray on the right. Opening-job information belongs together. The customer’s preference belongs in a different group. The words make no claim about allergy safety, nutrition, real restaurant rules or prices. A title and two clear groups may be enough for a helper to use the note.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Opening jobs. Supplied customer choice.

The headings distinguish setup information from a fictional preference. They do not certify real food handling.

C09 · Toy ferry · One arrival, two viewpoints

Complete source:

Captain Dot’s paper ferry makes one pretend trip across a shallow drawn puddle. At the beginning, Dot grips the paper rail and watches a steep little wave in the story. Pebble Bea waits on the bank and laughs at the boat’s wobbly dance. ‘Plop-plop’ follows the ferry’s bow. The ferry reaches the other side. Dot plans to try another trip, but that second trip has not happened in the supplied story. An illustration description shows Bea near the landing and Dot looking at the wave. A retelling may keep this arrival and change what a character notices. Any new thoughts belong to the adapted fiction.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Dot sees a wave; Bea sees a wobbly dance during the same arrival.

Different noticing can change mood while keeping the event. A planned second trip remains open future.

C10 · Shadow puppet · A different noticing

Complete source:

In an original fictional shadow scene, Mouse waits behind a folded screen. Dragon steps in front of the light and its shadow reaches across the paper hill. Mouse thinks the long shadow looks like a slide. Dragon worries that the audience will not see its tiny star badge. The supplied event ends when Dragon turns sideways and Mouse points at the badge’s shadow. There is no real light-source or electrical instruction here. The illustration description shows one long shadow, a hill and the characters’ positions. A retelling from Mouse’s view can notice the playful slide shape; Dragon’s view can notice the badge. The event can stay the same.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Mouse can notice the slide-like shadow while Dragon notices the badge.

A new viewpoint changes the focus. It need not invent another completed event.

C11 · Toy garden navigation · Route note and snail story

Complete source:

Two original texts describe the same pretend cardboard garden. The route note says, ‘Seed table: follow the dotted path past the cardboard gate.’ Its image description shows a dotted path and a large sign labelled SEED TABLE. No other sign size is supplied, so a reader cannot compare sizes. The imaginative text says, ‘The gate sneezed, and Snail slid through a shower of paper stars.’ That text offers a funny event. A visitor trying to find the seed table can use the route note; a reader wanting a story can use the imaginative text. The garden, sneeze and route are fictional and not a real local direction.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Choose the route note to find the pretend seed table.

Route labels fit a finding job. The large labelled sign emphasises the destination; no size comparison is supplied.

C12 · Toy concert · Schedule and invitation

Complete source:

A fictional toy concert schedule lists ‘Puppet entrance, short song, quiet wave goodbye’. It gives an order, not a real public-event time or booking. A separate invitation says, ‘Come for a bright little song and a wonderfully wobbly puppet entrance.’ The invitation uses evaluation to make the pretend show appealing. The image description adds a star card that an audience member may wave silently. The schedule does not require clapping or a loud response. A performer needing order may choose the schedule; a pretend visitor deciding whether the show sounds interesting may choose the invitation. Both complete texts are supplied.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: The schedule helps a performer find the order; the invitation offers an appealing description.

The audience and purpose differ, and the star-card image adds a quiet participation option.

C13 · Lost-and-found · One owner and missing letters

Complete source:

In a fictional lost-and-found corner, one character named Sam owns a blue pouch. The draft sign reads ‘Dont move Sams pouch.’ The intended meaning is ‘Do not move the pouch that belongs to Sam.’ The edit can use ‘don’t’ to show a missing letter in ‘do not’ and ‘Sam’s’ to show one owner. The source does not ask a child to reveal real belongings or a surname. A picture description shows one pouch and a label saying SAM. A reader can edit the supplied meaning without guessing ownership. The contraction and possessive apostrophes do different jobs.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Don’t move Sam’s pouch.

The first apostrophe marks missing letters; the second marks one owner. Both edits preserve the given meaning.

C14 · Team game box · Several regular plural owners

Complete source:

Three fictional players share one box of paper game cards. Their draft label is ‘the players box’. The intended meaning is a box belonging to those several players, so the label can read ‘the players’ box’. A separate one-player example reads ‘the player’s box’. The source supplies which meaning is intended; neither version is chosen by guessing from handwriting. A note says ‘We do not want the cards mixed’, which may become ‘We don’t want the cards mixed’. The activity concerns regular plural players and a familiar contraction. It does not teach every irregular plural possessive pattern or prove independent spelling from a copied model.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: The players’ box; we don’t want the cards mixed.

The plural owner mark belongs after the plural s. ‘Don’t’ has a different missing-letter job.

C15 · Puppet word-help · A part and a whole sentence

Complete source:

The puppet group’s note says, ‘We can replay the scene.’ The teacher offers ‘re-’ meaning again in this word and the known base ‘play’. A second sentence says, ‘The puppet is playing near the gate.’ Children can connect taught sounds and letters with the complete word, discuss the base and suffix where taught, then check whether the sentence makes sense. The rich passage may be read by an adult. No child is assumed to know every spelling pattern in it. A word-help strip has an empty word space and an empty sentence space; it must not contain a prefilled assessment answer.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Replay can mean play again in this sentence.

Word-part meaning and taught sound-letter knowledge work with a whole sentence; a picture alone is not a reading strategy.

C16 · Music message · Here and hear

Complete source:

The fictional music message says, ‘Come here to hear the music.’ In usual Australian English, here and hear have the same spoken form but different meanings and spellings. Here tells a place; hear concerns listening. Another supplied sentence says, ‘The paper drum rests here.’ A child may use taught sound-letter knowledge, a known word and the sentence meaning. The teacher checks the learner’s language variety rather than inventing a pronunciation rule or translation. No audio player, hearing test, loud sound or recording is required. An adult can read the sentence so that comprehension remains accessible, with independent reading recorded separately.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Here gives a place; hear means listen in the supplied sentence.

The intended meaning guides which homophone fits. Supported comprehension is not independent spelling evidence.

C17 · Activity corner · A useful folded pocket

Complete source:

The pretend activity corner offers a folded pocket space and a flat display board. A supplied fictional reader answer says, ‘I choose the folded pocket space because the small story cards stay together.’ A picture description shows loose story cards tucked into the pocket. The source does not claim it holds every kind of object or has been tested by a real class. A draft report says, ‘This one is good.’ The reader’s supplied question is, ‘Which one, and good for what?’ A revised report can name the folded pocket and its supplied card-keeping purpose. A funny star drawing may be kept if it helps this reader find the message.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: The folded pocket space keeps the small story cards together in this pretend activity.

Naming the object and purpose makes the vague draft more useful; it does not imply a real-world trial result.

C18 · Pretend camping kit · Source and suggestion

Complete source:

A fictional camping-game kit has a rolled paper map and a flat paper badge. The supplied player response says, ‘I want the rolled map in the side pocket because I can find it quickly in the game.’ No actual outdoor trip, emergency equipment or safety advice is involved. A new suggestion says, ‘We could add a pocket label.’ The label has not been tried. A pretend reader asks whether the message is reporting the response or offering the label. A useful note can preserve the side-pocket choice and its reason, then identify the label as a suggestion. Real names, routes and travel plans are unnecessary.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: The player chose the side pocket for the rolled map; a pocket label is a separate suggestion.

Two related sentences can distinguish the supplied answer from an untried idea.

C19 · Cardboard museum · A short reader handover

Complete source:

The fictional cardboard museum contains a paper shell drawing and a toy wheel drawing. Its visitor card asks, ‘Which drawing would you like explained first?’ The supplied visitor response says, ‘The wheel, because I wonder how the spokes are drawn.’ A short draft says, ‘Explain this one.’ The source’s suggested reader question is, ‘What does this one mean?’ A maker can revise the draft to name the wheel and the interest in the drawn spokes. A handover may include the response card, the revised message and a note about the change. Nothing claims a real museum exhibit, local opening time or mechanical property of an actual wheel.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Explain the toy wheel drawing first; the visitor wonders about the drawn spokes.

The revised message names the referent and supplied interest. It does not add mechanical facts.

C20 · Story parcel · Keep or change for a reader

Complete source:

An original fictional story parcel contains a pebble-character arrival story and a blue-star report card. A reader looking for a funny event is offered the pebble story; a reader needing a decoration preference is offered the report card. The story’s draft ending says, ‘Then it was good.’ A supplied reader question asks, ‘What did the pebble notice at the landing?’ The maker may replace the vague ending with a specific fictional noticing. They may keep ‘plop-plop’ because it supports the playful mood. The report remains a report of Jo’s supplied preference, not a new story fact. The parcel can stay private; no real publishing account is needed.

Child invitation: Use the complete source for the day's named job. Choose spoken, pointed, dictated, object or written work; keep the source and any new suggestion distinguishable.

Staff worked example: Keep the playful sound if it helps the story reader; change the vague ending if it hides the event.

A reasoned keep/change decision can improve reader fit without treating every change as automatically better.

Ten small home offers

H01 · Day41 · Ask a question that helps someone · a small home offer

Source: C01 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Find one small decision with a willing family member, such as where to put a shared story. Ask one question, or use the supplied quiet-seat answer if everyone is busy.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Who is it for? Ask one useful question. Leave space for the answer.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Notice whether the question has a reader, a usable choice or focus, and a purpose. Record any prompting. Do not infer actual turn-taking from the finished card.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Who is it for? Ask one useful question. Leave space for the answer.

Return to the second matched ordinary source C02 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H02 · Day42 · Tell what the answer actually says · a small home offer

Source: C03 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Use a supplied fictional response to write a tiny ‘here is what they chose’ note. An optional real answer can be used with permission; no names need be recorded.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Read the answer. Tell it clearly. Put your new idea in a different sentence.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Look for an accurate choice and supplied reason, and a signalled new suggestion. Do not require the adult’s model wording or invent a factual property for the item.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Read the answer. Tell it clearly. Put your new idea in a different sentence.

Return to the second matched ordinary source C04 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H03 · Day43 · Choose how strong your words sound · a small home offer

Source: C05 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Try two ways of inviting someone to a pretend puppet show. Use the supplied lines if a family member does not want to role-play.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Try the words aloud or silently. What changes? Choose words that fit the job.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Notice whether a child relates a specific word to force and the reader’s purpose. Accept justified differences; do not grade personality or one supposed ‘correct’ emotional reaction.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Try the words aloud or silently. What changes? Choose words that fit the job.

Return to the second matched ordinary source C06 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H04 · Day44 · Give related ideas a home · a small home offer

Source: C07 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Make two labelled groups for a pretend job, such as a costume repair and the chosen colour. A child can arrange strips on the table without making a finished page.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Keep ideas that belong together. Start a new group when the job changes.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Look for a meaningful title, related grouping and a reason for a move. Do not mistake a neat layout or an adult scribed paragraph for independent composition.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Keep ideas that belong together. Start a new group when the job changes.

Return to the second matched ordinary source C08 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H05 · Day45 · Let a character notice something different · a small home offer

Source: C09 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Tell the ferry event from the pebble’s view using the supplied story. A familiar adult can be the audience, or the child can keep it private.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Whose eyes are we using? Keep the event. Change what the character notices.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Look for a preserved event and a specific changed noticing or language effect. Preferences need a reason tied to the story, not agreement with the teacher’s taste.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Whose eyes are we using? Keep the event. Change what the character notices.

Return to the second matched ordinary source C10 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H06 · Day46 · Same topic, different reader · a small home offer

Source: C11 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Use the two pretend garden texts to choose the route note for a visitor finding the seed table, or the snail story for a reader wanting a funny character event. Ask the child to show one clue from the supplied text. No online search is needed.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Who is this for? What does it help them do? Show one clue.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Notice an audience-purpose match and a specific clue. An extending image adds or clarifies meaning; it is not simply a decorative picture.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Who is this for? What does it help them do? Show one clue.

Return to the second matched ordinary source C12 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H07 · Day47 · Edit the little marks that change meaning · a small home offer

Source: C13 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Try ‘Sam’s pouch’ and ‘don’t’ on scrap paper, using the supplied fictional meanings. Names and family property do not need to be shared.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘What does the sentence mean? Put the mark where it helps show that meaning.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Notice whether the apostrophe’s position fits the supplied meaning and whether the child distinguishes contraction from possession. A copied final model is not an unseen first response.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: What does the sentence mean? Put the mark where it helps show that meaning.

Return to the second matched ordinary source C14 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H08 · Day48 · Find a word, then check the whole sentence · a small home offer

Source: C15 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Use one teacher-selected known word in a silly sentence. An adult can supply a new word; the goal is a useful meaning check, not drilling an untaught list.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Try the word. Check the sentence. Ask for help if the pattern is new.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Record the actual sound-letter/word-part strategy, self-correction and conditions. Keep high-frequency/homophone spelling, oral reading and listening comprehension separate.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Try the word. Check the sentence. Ask for help if the pattern is new.

Return to the second matched ordinary source C16 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H09 · Day49 · Make a tiny report for a real job · a small home offer

Source: C17 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Show a tiny report to one willing person or use a supplied reader question. Make one change that helps; if the first version works, explain what you kept.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Pick your reader. Make a useful message. Ask what is clear and what needs work.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Notice audience fit, source-faithful supporting detail and a reasoned edit/retention. Do not claim two saved versions demonstrate independent drafting or actual delivery on their own.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Pick your reader. Make a useful message. Ask what is clear and what needs work.

Return to the second matched ordinary source C18 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

H10 · Day50 · Choose your strongest example and share it your way · a small home offer

Source: C19 · The complete matched C source travels with this offer; an adult can read it. It is ordinary taught material, not an unseen case.

First adult words and steps:

1. Let your child show one chosen piece, or keep it private and answer the supplied reader question. Ask ‘What would help someone use this?’ rather than demanding a performance.
2. Read the matched fictional source together. Ask which reader or character the child wants to help. Use the child direction: ‘Pick one piece. Tell what it helps someone do. Show one choice you made.’
3. Offer scrap paper, objects, pointing, speech/sign or exact dictation. Stop after one useful small piece; no class workbook or internet is required.

Later adult words and steps:

1. Invite the child to show one part and explain it using the source. If useful, ask the supplied reader question or reread the relevant source detail.
2. Judge the chosen work’s usefulness and supported explanation. Do not reward number of pages, public confidence or disclosure of private experiences.
3. If you supply a word, answer, model or pen work, say so in a note. Keep the piece private unless you and the child choose a permitted reader. This offer is not an independent assessment by itself.

Child: Pick one piece. Tell what it helps someone do. Show one choice you made.

Return to the second matched ordinary source C20 for the same day's purpose, introducing its full source first. Do not quietly switch to a different day or held case.

5–15 minutes suggested, unpiloted; stop, shorten or resume.

Ten larger projects

X01 · Day41 · Ask a question that helps someone · a small project

Make a pocket question station: one folded scrap card holds the reader and question, with a loose blank card for the answer. Try it once and improve the wording.

Sources: C01, C02

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Make a pocket question station: one folded scrap card holds the reader and question, with a loose blank card for the answer. Try it once and improve the wording.
3. Make a small first version using the day's child direction: ‘Who is it for? Ask one useful question. Leave space for the answer.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Notice whether the question has a reader, a usable choice or focus, and a purpose. Record any prompting. Do not infer actual turn-taking from the finished card.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X02 · Day42 · Tell what the answer actually says · a small project

Create a repair handover envelope containing the response and a clear message, so another person can understand the pretend costume job without asking for the story again.

Sources: C03, C04

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Create a repair handover envelope containing the response and a clear message, so another person can understand the pretend costume job without asking for the story again.
3. Make a small first version using the day's child direction: ‘Read the answer. Tell it clearly. Put your new idea in a different sentence.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Look for an accurate choice and supplied reason, and a signalled new suggestion. Do not require the adult’s model wording or invent a factual property for the item.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X03 · Day43 · Choose how strong your words sound · a small project

Make a movable speech-bubble strip for a play rehearsal, with one invitation and one clear instruction kept distinct.

Sources: C05, C06

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Make a movable speech-bubble strip for a play rehearsal, with one invitation and one clear instruction kept distinct.
3. Make a small first version using the day's child direction: ‘Try the words aloud or silently. What changes? Choose words that fit the job.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Notice whether a child relates a specific word to force and the reader’s purpose. Accept justified differences; do not grade personality or one supposed ‘correct’ emotional reaction.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X04 · Day44 · Give related ideas a home · a small project

Build a two-panel repair-table display that folds flat. One panel explains the problem; the other records the supplied choice and the proposed next action.

Sources: C07, C08

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Build a two-panel repair-table display that folds flat. One panel explains the problem; the other records the supplied choice and the proposed next action.
3. Make a small first version using the day's child direction: ‘Keep ideas that belong together. Start a new group when the job changes.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Look for a meaningful title, related grouping and a reason for a move. Do not mistake a neat layout or an adult scribed paragraph for independent composition.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X05 · Day45 · Let a character notice something different · a small project

Make a reversible mini theatre: one side shows the captain’s view, the other the pebble’s. Use identical event cards so the perspectives can be compared.

Sources: C09, C10

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Make a reversible mini theatre: one side shows the captain’s view, the other the pebble’s. Use identical event cards so the perspectives can be compared.
3. Make a small first version using the day's child direction: ‘Whose eyes are we using? Keep the event. Change what the character notices.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Look for a preserved event and a specific changed noticing or language effect. Preferences need a reason tied to the story, not agreement with the teacher’s taste.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X06 · Day46 · Same topic, different reader · a small project

Make a two-sided visitor card: route information on one side and a short imaginative scene on the other, labelled so the reader knows the different jobs.

Sources: C11, C12

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Make a two-sided visitor card: route information on one side and a short imaginative scene on the other, labelled so the reader knows the different jobs.
3. Make a small first version using the day's child direction: ‘Who is this for? What does it help them do? Show one clue.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Notice an audience-purpose match and a specific clue. An extending image adds or clarifies meaning; it is not simply a decorative picture.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X07 · Day47 · Edit the little marks that change meaning · a small project

Build a flip label with one-owner and several-owner phrases. Include a contraction flap showing the complete words, so a reader can test the mark’s job.

Sources: C13, C14

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Build a flip label with one-owner and several-owner phrases. Include a contraction flap showing the complete words, so a reader can test the mark’s job.
3. Make a small first version using the day's child direction: ‘What does the sentence mean? Put the mark where it helps show that meaning.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Notice whether the apostrophe’s position fits the supplied meaning and whether the child distinguishes contraction from possession. A copied final model is not an unseen first response.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X08 · Day48 · Find a word, then check the whole sentence · a small project

Make a pocket reader-help strip with three selected words and complete sentences. Test it with a willing reader and keep only help they find useful.

Sources: C15, C16

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Make a pocket reader-help strip with three selected words and complete sentences. Test it with a willing reader and keep only help they find useful.
3. Make a small first version using the day's child direction: ‘Try the word. Check the sentence. Ask for help if the pattern is new.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Record the actual sound-letter/word-part strategy, self-correction and conditions. Keep high-frequency/homophone spelling, oral reading and listening comprehension separate.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X09 · Day49 · Make a tiny report for a real job · a small project

Create a portable tiny report stand with a removable first draft and a chosen revised draft. Add a paper pocket for the response source so a teacher can review it.

Sources: C17, C18

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Create a portable tiny report stand with a removable first draft and a chosen revised draft. Add a paper pocket for the response source so a teacher can review it.
3. Make a small first version using the day's child direction: ‘Pick your reader. Make a useful message. Ask what is clear and what needs work.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Notice audience fit, source-faithful supporting detail and a reasoned edit/retention. Do not claim two saved versions demonstrate independent drafting or actual delivery on their own.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

X10 · Day50 · Choose your strongest example and share it your way · a small project

Build a fold-flat mini portfolio with a source pocket, one selected message and a removable change card. It should take a reader to the useful part in a few clear steps.

Sources: C19, C20

1. Read or hear both complete matched sources. Choose one of their readers, character views or practical jobs.
2. Build a fold-flat mini portfolio with a source pocket, one selected message and a removable change card. It should take a reader to the useful part in a few clear steps.
3. Make a small first version using the day's child direction: ‘Pick one piece. Tell what it helps someone do. Show one choice you made.’
4. Try it with a willing reader, or use the supplied reader question/answer. Record which was used. Nobody has to interview or perform publicly.
5. Choose one useful change or explain one part you keep. Put the source note and any adult help beside the work.

Use the other complete matched source for a second version after introducing it; compare reader fit rather than page count.

Judge the chosen work’s usefulness and supported explanation. Do not reward number of pages, public confidence or disclosure of private experiences.

20–40 minutes across sittings, unpiloted; ordinary teaching and feedback, not a scored assignment.

Ten true blank worksheet briefs

W01 · Day41

Labels outside empty areas:

1. Reader
2. what they need to decide
3. my question
4. answer or ‘not answered’
5. what I would change

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C01

Use a pretend name/job or no name. Page is optional and can be kept private.

Notice whether the question has a reader, a usable choice or focus, and a purpose. Record any prompting. Do not infer actual turn-taking from the finished card.

W02 · Day42

Labels outside empty areas:

1. Source I used
2. answer words
3. my report
4. optional suggestion
5. detail I checked

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C03

Use a pretend name/job or no name. Page is optional and can be kept private.

Look for an accurate choice and supplied reason, and a signalled new suggestion. Do not require the adult’s model wording or invent a factual property for the item.

W03 · Day43

Labels outside empty areas:

1. Same proposal
2. first wording
3. second wording
4. changed word
5. my choice and reason

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C05

Use a pretend name/job or no name. Page is optional and can be kept private.

Notice whether a child relates a specific word to force and the reader’s purpose. Accept justified differences; do not grade personality or one supposed ‘correct’ emotional reaction.

W04 · Day44

Labels outside empty areas:

1. Title
2. group one
3. group two
4. sentence I moved
5. why the move helps

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C07

Use a pretend name/job or no name. Page is optional and can be kept private.

Look for a meaningful title, related grouping and a reason for a move. Do not mistake a neat layout or an adult scribed paragraph for independent composition.

W05 · Day45

Labels outside empty areas:

1. Shared event
2. chosen character
3. what they notice
4. my retelling
5. a word that changes the mood

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C09

Use a pretend name/job or no name. Page is optional and can be kept private.

Look for a preserved event and a specific changed noticing or language effect. Preferences need a reason tied to the story, not agreement with the teacher’s taste.

W06 · Day46

Labels outside empty areas:

1. Reader and job
2. chosen text
3. clue
4. image adds
5. my caption or description

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C11

Use a pretend name/job or no name. Page is optional and can be kept private.

Notice an audience-purpose match and a specific clue. An extending image adds or clarifies meaning; it is not simply a decorative picture.

W07 · Day47

Labels outside empty areas:

1. Intended meaning
2. first sentence
3. my edit
4. apostrophe job
5. meaning check

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C13

Use a pretend name/job or no name. Page is optional and can be kept private.

Notice whether the apostrophe’s position fits the supplied meaning and whether the child distinguishes contraction from possession. A copied final model is not an unseen first response.

W08 · Day48

Labels outside empty areas:

1. Selected word
2. part or pattern
3. complete sentence
4. what I checked
5. support I used

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C15

Use a pretend name/job or no name. Page is optional and can be kept private.

Record the actual sound-letter/word-part strategy, self-correction and conditions. Keep high-frequency/homophone spelling, oral reading and listening comprehension separate.

W09 · Day49

Labels outside empty areas:

1. Reader
2. source
3. first message
4. reader’s question or supplied question
5. kept/changed and why

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C17

Use a pretend name/job or no name. Page is optional and can be kept private.

Notice audience fit, source-faithful supporting detail and a reasoned edit/retention. Do not claim two saved versions demonstrate independent drafting or actual delivery on their own.

W10 · Day50

Labels outside empty areas:

1. Chosen piece
2. reader and job
3. source/help note
4. kept/changed
5. next thing I want to try

Leave every labelled response interior truly empty. Labels and optional source reference stay outside the work area. Expand spaces for writing/drawing, offer loose paper or dictate onto an empty page. Do not put a worked model, faint answer, prompt answer or criterion inside a child response area.

Ordinary complete teaching source, available during work. Matched source: C19

Use a pretend name/job or no name. Page is optional and can be kept private.

Judge the chosen work’s usefulness and supported explanation. Do not reward number of pages, public confidence or disclosure of private experiences.

Ten original written read-alouds

NARR01 · Day41 · Ask a question that helps someone · original written read-aloud

At the tiny book corner, Pip made a sign: ‘Ask me anything!’ The first visitor asked where the socks lived. The second asked whether clouds had pockets. Pip laughed, then noticed the new reader still needed a quiet place. Pip made a smaller sign: ‘Window seat or cushion away from the door?’ This time the visitor could answer. A smaller question had done a useful job.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR02 · Day42 · Tell what the answer actually says · original written read-aloud

Mara picked the soft-handled bag. ‘The handles feel comfortable,’ she said. Kit wrote, ‘Mara chose the bag because it can fly.’ Mara blinked. The bag sat firmly on the table. Kit crossed out the flying bit and read the answer again. ‘Comfortable handles,’ Kit said. Then Kit added a new sentence: ‘I suggest a name label.’ The answer and the new idea could both fit, once they had their own places.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR03 · Day43 · Choose how strong your words sound · original written read-aloud

The paper dragon said, ‘You must clap right now!’ The paper mouse folded its ears. Then the dragon tried, ‘You could clap at the end, if you like.’ The mouse held up a little star. ‘I might wave this instead,’ it said. Nobody’s wings fell off. The dragon discovered that a rehearsal could have choices, and a clear instruction for putting the puppets away afterwards.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR04 · Day44 · Give related ideas a home · original written read-aloud

At the paper kite table, a note said: ‘Blue star. Tear near the corner. Round patch. Jo likes the blue star. The string is on the chair.’ The helper kept turning the note around. Jo made two little homes for the ideas: ‘Repair’ and ‘Decoration choice’. The words had not learned to fly, but the reader could finally find what they needed.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR05 · Day45 · Let a character notice something different · original written read-aloud

The ferry went plop-plop into the pretend harbour. Captain Dot gripped the paper rail. On the bank, Pebble Bea thought the sound was hilarious. Dot saw a steep little wave. Bea saw a boat doing a wobbly dance. The ferry reached the other side. Dot planned another trip, but that trip had not happened yet. Two characters had watched one arrival and noticed very different things.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR06 · Day46 · Same topic, different reader · original written read-aloud

The snail had two garden cards. One said, ‘Seed table: follow the dotted path past the cardboard gate.’ The other said, ‘The gate sneezed, and Snail slid through a shower of paper stars.’ Snail enjoyed the sneeze story. When it needed the seed table, it chose the route card. A large labelled sign in the drawing helped Snail spot the destination. The two cards could be useful for different jobs.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR07 · Day47 · Edit the little marks that change meaning · original written read-aloud

Sam’s pouch rolled under the toy bench. The sign said, ‘Dont move Sams pouch.’ Jo brought two tiny apostrophe cards. One helped ‘don’t’ show the missing letter. The other showed that the pouch belonged to Sam. At the next shelf, three players shared a box. Their label needed the apostrophe after the plural s. Tiny marks had two different jobs, and the reader could now tell whose things were whose.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR08 · Day48 · Find a word, then check the whole sentence · original written read-aloud

The puppet note said, ‘We can replay the scene.’ Min knew ‘play’ and asked about the little part at the front. ‘Here, re- means again,’ the teacher explained. Min tried the whole sentence and it made sense. The next note said, ‘Come here to hear the music.’ The two words sounded alike, but their jobs were different. Min kept both sentences on a help strip instead of guessing from the picture.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR09 · Day49 · Make a tiny report for a real job · original written read-aloud

Nia made a report for the toy activity corner. The first line said, ‘This one is good.’ The reader asked, ‘Which one, and good for what?’ Nia pointed to the folded pocket space and changed the line: ‘The folded pocket space keeps the small story cards together.’ Nia kept the funny star drawing because it helped the intended reader find the card. One part changed, one part stayed, and both choices had a reason.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

NARR10 · Day50 · Choose your strongest example and share it your way · original written read-aloud

The tiny exhibition had no tallest tower prize. One child brought a clear question, another a funny pebble story, and another a label that finally showed whose pouch it was. The readers tried the pieces. They asked questions. The makers chose what to change and what to keep. At the end, each maker had a small handover, not a mountain of pages, and one idea for what to try next.

Written script only. No synthesized speech, audition, recording, accent/language approval or audio asset exists.

A familiar adult may read at a comfortable pace, pause for choice and skip any sound performance. Provide this full text with later audio. Never require headphones, microphone or recording.

Optional questions:

1. What happened or what was the job?
2. Which words help you work that out?

Eight neutral formative cases and32 full next lessons

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.

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 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.

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

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.

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 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.

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 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.

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 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.

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

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.

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 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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N03 · A letter that is still a plan

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N04 · A label idea for a pretend shop

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N05 · The tunnel looks different

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N06 · A paper storm’s words

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

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N07 · One train arrival

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

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 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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N08 · Spoon watches the dance

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

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N09 · Workbench note or poem

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N10 · The space-gallery sign

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

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 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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N11 · What a picture adds to a play recipe

From: C-first-Q3 · Codes: AC9E3LA09

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N12 · A recommendation for a story reader

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N13 · Zoe’s robot drawing

From: D-first-Q1 · Codes: AC9E3LA11

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N14 · A contraction on a theatre card

From: D-first-Q2 · Codes: AC9E3LA11

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N15 · A puppet that likes a tune

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

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N16 · A parcel note with two groups

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N17 · A fish-picture display choice

From: A-later-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 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

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 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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N18 · A scroll-holder report

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

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N19 · A station label not yet made

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N20 · Make a shelf direction usable

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N21 · A cardboard castle view

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N22 · The paper frog’s sound

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N23 · A moon-cart arrival

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N24 · Button’s parade arrival

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N25 · An order card for a toy restaurant

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N26 · A sign for the pretend rocket room

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N27 · A picture beside a paint note

From: C-later-Q3 · Codes: AC9E3LA09

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N28 · Words that invite a reader

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

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N29 · Several dancers’ ribbons

From: D-later-Q1 · Codes: AC9E3LA11

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N30 · We are on the story card

From: D-later-Q2 · Codes: AC9E3LA11

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 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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N31 · There and their in a supplied meaning

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

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:

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

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

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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

N32 · Several paper birds prefer a wave

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

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:

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

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

‘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:

1. Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
2. Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
3. 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.

Original visual, written audio and interactive offers

These are twenty complete original written asset briefs, not actual generated assets. Each full alternative travels with its planned plane. All child work interiors stay empty. Later source author and a different whole critic must inspect every actual full raster and source/alternative pairing.

V01 · Quiet choices

Id: V01

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C01"]

Title: Quiet choices

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A window seat rectangle at x55,y130,w260,h160, labelled WINDOW SEAT; a cushion oval at x360,y330,rx125,ry75 labelled CUSHION AWAY FROM DOOR; a door rectangle at x625,y135,w95,h180; two small path marks outside the window seat only.

Full alternative: The plane shows a window seat near two path marks, a cushion labelled away from the door, and a separate door. These are the two fictional options. It does not mark a correct choice or add an unseen visitor answer.

Blank contract: No filled answer; lower-right x610,y410,w225,h130 is an empty question-drafting area, with label outside.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V02 · A helper’s scene job

Id: V02

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C02"]

Title: A helper’s scene job

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A paper puppet body x140,y170,w180,h200; a detached arm-shaped rounded rectangle x345,y210,w105,h45 connected by a dashed guide, not repair advice; a hat triangle over the body; two labelled work cards at x540,y165 andy300, ARM FIRST and HAT LATER.

Full alternative: The fictional puppet has a loose paper arm beside its body and a plain triangular hat. Separate cards name arm first and hat later, matching the supplied response and uncompleted decoration plan. No repair tool or instruction appears.

Blank contract: A new suggestion area at x540,y420,w250,h120 is genuinely empty.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V03 · Answer and suggestion have places

Id: V03

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C03"]

Title: Answer and suggestion have places

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A cloth-bag outline x80,y140,w230,h260 with two loop handles; a cardboard-box outline x360,y170,w230,h230; two separate caption cards x90,y455,w245,h100 andx375,y455,w300,h100 headed SUPPLIED ANSWER and NEW IDEA; source exact choice sentence on answer card only.

Full alternative: A cloth bag with handles stands beside a cardboard box. The supplied-answer card records Mara’s cloth-bag choice and comfortable-handle reason. The separate new-idea card is empty. The image makes no claim about waterproofing, strength or a tested label.

Blank contract: The new-idea card interior is empty; no ghost suggestion.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V04 · Ideas can have two homes

Id: V04

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C07"]

Title: Ideas can have two homes

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A kite diamond centredx230,y260 with an obvious corner tear; a separate unplaced round patch at x430,y215,r45; a blue star at x430,y350; two panels x550,y120,w290,h180 andy340 headed REPAIR and DECORATION CHOICE, holding only exact ordinary source facts.

Full alternative: A fictional paper kite has a tear near a corner. A round patch is separate and unplaced. A blue star is separate. Two source-information groups distinguish tear-and-patch information from Jo’s supplied decoration preference. No successful repair is shown.

Blank contract: Lower caption-change strip x90,y480,w430,h95 is empty.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V05 · One arrival, two noticing views

Id: V05

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C09"]

Title: One arrival, two noticing views

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A drawn puddle ellipse centred450,330 rx330ry140; ferry outline x570,y280,w135,h70 at farbank; Captain Dot icon onferry; Pebble Bea circlex710,y420r22 labelled BEA; a steep small drawnwaveatx470,y320; thin arrow fromnearbanktofarbank marked ONE ARRIVAL; no returnarrow.

Full alternative: The paper ferry has reached the far side of the drawn puddle. Dot is aboard and Bea is at the landing. A small wave lies on the crossed route. Only one arrival arrow is shown. No return trip is depicted; the supplied return remains a future plan. Two noticing labels outside the scene quote the source’s wave and wobbly-dance descriptions.

Blank contract: Two retelling strips at x80,y90,w310,h95 andx500,y90,w310,h95 are empty under character-view labels.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V06 · A destination, not a size comparison

Id: V06

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C11"]

Title: A destination, not a size comparison

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A cardboard gate at x80,y220,w135,h200. A dotted path runs through the gate to a seed table at x600,y250,w185,h110. One large sign at x520,y100,w290,h100 reads SEED TABLE. No square marker and no second sign are drawn.

Full alternative: A dotted path runs through a cardboard gate to the fictional seed table. One large sign says SEED TABLE. There is no second sign size, so the drawing offers emphasis rather than a size comparison. No square marker appears.

Blank contract: Reader-purpose drafting strip x180,y470,w560,h100 is empty.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V07 · Tiny marks, stated meanings

Id: V07

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C13", "C14"]

Title: Tiny marks, stated meanings

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: Two owner groups: one SAMnamecard x100,y110,w180,h75 above onepouchoutline; three PLAYERnamecards atx500/595/690,y110 above one sharedboxoutline. Exact neutral drafts ‘Dont move Sams pouch’ and ‘the players box’ appear outside edit spaces, with source intended one/several labels. No corrected phrases appear.

Full alternative: One fictional Sam name card is above one pouch. Three player name cards are above a shared box. The exact draft phrases are displayed, with the intended one-owner and several-owner meanings. The response spaces contain no apostrophe or corrected words. This is a source-linked editing aid, not a prefilled answer.

Blank contract: Two edit rectangles x80,y430,w330,h120 andx480,y430,w330,h120 are genuinely empty.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V08 · A useful word-help strip

Id: V08

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C15", "C16"]

Title: A useful word-help strip

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: Two teaching strips atx70,y120,w350,h170 andx480,y120,w350,h170: ordinary whole sentences ‘We can replay the scene’ and ‘Come here to hear the music’; separate adult teaching wordparttagsRE-/PLAY andHERE/HEAR in caption band, notchildblank. No pronunciation symbols.

Full alternative: Two ordinary teaching sentences concern replaying a puppet scene and coming here to hear music. Separate teaching tags show re- and play, and here and hear. The graphic supplies no phonetic transcription or translation. It remains an ordinary taught aid, not an unseen spelling assessment.

Blank contract: Three word-help panels acrossx80,350,620 y365 w200h180 have truly empty word/sentence interiors, labels outside.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V09 · Which one, and good for what?

Id: V09

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C17"]

Title: Which one, and good for what?

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A foldedpocket trapezoid x90,y155,w220,h220 containing three smallstorycardrectangles; flatboardrectangle x400,y155,w280,h220 besideit; suppliedfirstdraft ‘This one is good’ in ordinarysourcecallout x80,y430,w230,h100; readerquestioncalloutx350,y430,w450,h100 exact.

Full alternative: A fictional folded pocket contains three small story cards beside a flat board. The source’s vague first draft and the supplied reader question are shown in separate callouts. The picture does not establish a real-classroom holding trial or a perfect design.

Blank contract: Revision strip atx80,y560,w720,h55 is empty; if too short for usable print, extend to a second matched page rather than fill or truncate.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V10 · A small handover

Id: V10

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C19", "C20"]

Title: A small handover

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: Three distinct emptycardframes x60,y165,w240,h280 x330,y165,w240,h280 x600,y165,w240,h280, headed SOURCE, CHOSEN MESSAGE, KEPT/CHANGED; smalloutsidearrowlabelsREAD,USE,REVIEW betweenframes. A paperpocketoutlineundercard1 butno inserted model.

Full alternative: Three empty cards form a reader route: source, chosen message, kept or changed. Outside arrows say read, use and review. A pocket outline below the source card suggests keeping a source note. No completed handover, answer, achievement badge or score is displayed.

Blank contract: All three card interiors are empty; children may use loose paper if the frames restrict their work.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V11 · Different jobs for a pretend concert

Id: V11

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C12"]

Title: Different jobs for a pretend concert

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: Two sourcepanels x65,y145,w345,h325 andx490,y145,w345,h325. Leftcontainscompleteordinarythreeitems Puppet entrance/short song/quiet wavegoodbye insequence. Rightcontainscompleteinvitation ‘Come for a bright little song and a wonderfully wobbly puppet entrance’. A squarestarwavecardoutlinedbetweenbottompanels.

Full alternative: The left panel gives the pretend concert order; the right panel gives the complete invitation. A separate square star-wave card offers a quiet response option. These are two fictional text purposes, not a real event, booking or noise requirement.

Blank contract: Two reader-job captionstrips x70,y500,w340,h70 andx490,y500,w340,h70 are empty.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V12 · A different character can notice

Id: V12

Kind: Proposed original source-linked vector/print visual; written brief only

Source ids: ["C10"]

Title: A different character can notice

Plane: {"width": 900, "height": 640, "padding": 40, "body_min_font": 18, "title_font": 28, "stroke_width": 2, "reading_order": "Title, source scene and labels, optional empty work spaces; companion full source and full text alternative always linked."}

Geometry: A screen rectangle x70,y150,w280,h300; paperhilloutlinex500,y340,w270,h90; Dragon silhouette x370,y180,w110,h210 withtinyoutsidebadgedetailcalloutSTAR; Mouseiconnearhill; longshadowtrianglefromDragonacrosshill, no electricalequipmentdiagram.

Full alternative: The scene shows Dragon, Mouse, a folded screen and one long shadow reaching across a paper hill. A tiny star-badge detail is shown in an outside source callout. Mouse’s slide-like noticing and Dragon’s badge concern remain different possibilities from the source. No real light wiring or new event appears.

Blank contract: Four storyboardinteriorsx70,285,500,715 y490w145h100 are empty, with scene-numberlabelsoutside.

Style: High contrast ink outlines on warm white, blue and amber accents paired with words/shapes. Never convey meaning by colour alone. Local system font; original vector shapes only; no remote image/font, stock asset, logo, borrowed book cover or cultural motif.

Production: Later author must generate exact actual geometry/full-alt pairs, render all20 whole planes, inspect legibility and source parity, and repair coupled briefs/seed/MF if needed. No rendered visual or actual print/AT inspection exists at this written stage.

Audio and interactive variant: Optional later narration reads the full alternative and offers pause/skip with full text. Optional later movable labels/objects preserve the source’s stated relations and leave own areas empty; keyboard and paper equivalent required. No scoring, animation or audio is generated here.

V13 · The paint-box helper

Id: V13

Kind: Proposed matched neutral-source and four-blank own aid

Case id: A-first

Title: The paint-box helper

Source ids: ["A-first"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: One shallow blue tray with visible cards, one tall cardboard box and a separate blank future label. No strength/waterproofing symbol. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: A shallow blue tray contains visible paper cards, beside a tall cardboard box. A separate future-label card is empty. No completed label or invented container property is depicted. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V14 · The paper bridge arrival

Id: V14

Kind: Proposed matched neutral-source and four-blank own aid

Case id: B-first

Title: The paper bridge arrival

Source ids: ["B-first"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: One cardboardbridge path, Paper Fox atfarend, Owl atnearpost; single crossingarrow and no returnarrow. Source mood/sound words appear only as exact neutral supplied snippets. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: Fox is on the far side after one crossing; Owl is by the near post. A single arrow shows the completed crossing. No return crossing is drawn. The companion source carries both characters’ noticing and the open later plan. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V15 · The cardboard gallery cards

Id: V15

Kind: Proposed matched neutral-source and four-blank own aid

Case id: C-first

Title: The cardboard gallery cards

Source ids: ["C-first"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: Foldedgallerydoor, dottedpath toshelltable and one largeSHELLTABLE sign; smallsquaremarkerbydoor; TextAroute andTextBstory exactneutralcomplete incompanion. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: A dotted route reaches a shell table through a folded door. One large SHELL TABLE sign emphasises the destination; no second sign size is given. A square marker beside the door adds a detail beyond Text A’s words. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V16 · One maker’s kite note

Id: V16

Kind: Proposed matched neutral-source and four-blank own aid

Case id: D-first

Title: One maker’s kite note

Source ids: ["D-first"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: One ANAmakernamecard, onekite withtear, separatebluestar; originaldraftphrasesonlyin source column, never correctedphrases. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: One Ana name card is connected to one paper kite. A tear and separate blue star show the source’s repair and decoration jobs. The exact neutral draft phrases remain uncorrected; no worked apostrophe or agreement answer appears. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V17 · The toy-stage report

Id: V17

Kind: Proposed matched neutral-source and four-blank own aid

Case id: A-later

Title: The toy-stage report

Source ids: ["A-later"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: Foldedbackdropuprightontable besidelyingflatdrawing sheet; separateblank futuretitlecard; no realtrialbadges. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: The fictional folded backdrop stands on a table beside a flat sheet, as stated in the source. A separate title card is blank because the title remains an uncompleted tomorrow idea. No real stability result is asserted. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V18 · The lantern drawing parade

Id: V18

Kind: Proposed matched neutral-source and four-blank own aid

Case id: B-later

Title: The lantern drawing parade

Source ids: ["B-later"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: ToycartstoppedbesideRibbonatthecardboardgate; Lanternoncart; trackbeyondgateempty; no beyondgatejourneyarrow. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: Lantern’s cart has arrived beside Ribbon at a cardboard gate. The track beyond the gate remains empty. Only the arrival is depicted; tomorrow’s hoped-for journey remains open. The companion source preserves the two different gate noticings. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V19 · The cardboard music-room cards

Id: V19

Kind: Proposed matched neutral-source and four-blank own aid

Case id: C-later

Title: The cardboard music-room cards

Source ids: ["C-later"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: SinglelargeMUSICROOMsign, threeorderitemsneutral, squarestarwavecardbesidelastitem; completeinvitationincompanion not fabricatedquotes. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: One large MUSIC ROOM sign makes the room name prominent. Three order items and a square star-wave card beside goodbye supply the stated sequence and added visual relation. No other sign size or real starting time appears. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

V20 · The shared player-box message

Id: V20

Kind: Proposed matched neutral-source and four-blank own aid

Case id: D-later

Title: The shared player-box message

Source ids: ["D-later"]

Plane: {"width": 900, "height": 1100, "padding": 40, "body_min_font": 18, "title_font": 28, "source_column": {"x": 40, "y": 90, "w": 390, "h": 940}, "own_column": {"x": 475, "y": 90, "w": 385, "h": 940}}

Geometry: ThreePLAYERnamecards shareonepaperbox; unediteddraftsplayersbox/do not/HereHear/plural likes onlyneutralleftsource; nocorrected output. Source scene sits in the left source column; the complete neutral source and all four exact prompts travel in the native companion and print source sheet, without truncation. In the right column, four truly empty rectangles at x475,y160/375/590/805,w385,h150 have outside labels Q1/Q2/Q3/Q4 and their exact prompts above each area; if a prompt needs more space, paginate to a matched blank paper sheet, do not shrink below18 or invade the blank.

Full alternative: Three fictional player name cards are connected to one shared paper-card box. The source’s unedited ownership, contraction, homophone and agreement drafts are preserved in the companion. There are no corrected answers or filled own fields. To the right are four genuinely empty response areas labelled Q1 to Q4, with the four matched prompts outside. Reading the alternative does not reveal staff criteria, worked answers or next teaching. The complete neutral source and exact prompts remain available as ordinary native text on the matching source/own/paper routes.

Blank contract: All four interiors are empty white spaces: no default text, faint model, answer shape, exemplar drawing, automatic preset or achievement icon. Companion own route begins with four empty strings. Staff material stays separate.

Style: Original ink-outline shapes; blue/amber accents paired with labels. No borrowed/remote media, logos or cultural motifs.

Production: Written-only; later all20 actual full planes and alternatives need different whole review after author rendering. Exact source and prompt mapping must be checked.

Audio and interactive variant: A later optional read-aloud reads this full alternative without the staff model. Native source disclosure must preserve four own drafts; paper and usual communication remain complete.

Reporter Desk · complete proposed interaction and paper contract

Name: Reporter Desk

Status: Proposed optional interaction contract only; no UI/runtime is generated in this written proposal.

Source help: Native initially closed same-page complete C01–C20 disclosures with exact domain/title/full neutral ordinary source. No staff worked claims, held answers, criteria, next lessons or autofill. Available without script; closing returns focus to the currently selected visible field, even if selection changes while open. Opening or toggling cannot change any of the eight strings.

Lifecycle: Every field starts genuinely empty. Only user typing, deliberate manual copy or an explicit chosen-version restore may change it. Temporary in-memory draft only: reload, navigation or closing can lose words; no storage/network/API/camera/microphone/grading. Advise paper/manual copy before leaving. Plain text only, not HTML execution.

Versions: Exactly two explicit chosen slots. Keep1/Keep2 snapshots all eight exact literal strings, blanks included, the complete selected source identity/text, current view and selected field; kept identities show chosen-version labels, not scores/timestamps suggesting improvement. Replacing an occupied slot needs explicit confirm with Cancel/Escape retaining old and current words. Compare shows two full labelled versions, all eight complete strings and source identities, with accessible reading order and no truncated silently hidden text. Restore1/2 requires explicit confirmation if current words would be replaced; Cancel/Escape preserve draft/slots. Restore sets saved view and selected field, then focuses that actual visible field. Keep/change reasoning is the child’s words, no automatic judgement.

Selection: View/field selection is deliberate. Previous/next traverses only the current visible field set, clamps or disables at its bounds, and never navigates from a hidden field. One-field mode follows the selected actual field. Source toggling preserves selection, view, draft, preview and both slots.

Clear newjob: Clear current words needs explicit confirmation. Cancel button and Escape while pending return to the triggering control and retain all words/slots; Escape outside a prompt has no effect. Confirm clears only current eight draft strings, resets view/field safely and returns focus to a visible field; kept versions remain until a separate explicit clear-kept operation, if offered. New job carries no silent source or preset answer: asks before replacing current words, and has the same retention/cancel semantics.

Initialization nojs: All script-only preview/version/compare/restore/clear/view/field/progression controls are initially hidden or disabled, and remain unavailable on partial initializer failure. Install all handlers, reset genuine blank state, then expose controls and hide fallback. With no script, all eight labelled blanks, full native C20 disclosures, manual copy guidance and matched paper link remain usable. No promise that preview, saved slots or comparison works without script. Manual chosen copies include all eight words/blanks and source identity on paper; no required account.

Access: Native labelled textareas and plain buttons; keyboard Tab and Enter/Space actions without pointer dependence. Focus visible after source closing/restoration/cancellation; no hover-only clues, compulsory drag, flashing or timed progression. Usual communication/dictation/paper equivalents preserve the purpose. No fixed learner-category presets.

Print: Separate eight-field blank paper sheet, full ordinary source index and printable full source text. No source/worked answer inside child response interiors. Matching case own papers have four fields, clearly distinct from the ordinary eight-field Desk paper.

Eight exact initial blanks

1. job · What is the small job? · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
2. reader · Who is this for? · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
3. question · My useful question · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
4. source · Source I used or supplied answer identity · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
5. notes · Answer or noticing notes · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
6. message · My message · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
7. reason · Why this helps the reader · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16
8. kept_changed · What I kept or changed and why · initial value empty; literal text; max1200 codepoints / HTML maxlength2400UTF16

Four views

1. All eight fields
2. Plan: job/reader/question/source
3. Message: notes/message/reason/kept_changed
4. One selected question/field

Meaningful later finite gates

1. Verify all eight initial blank values and derive every script-only action’s availability from actual markup; no guessed control count.
2. Every C01–20 disclosure matches the exact full neutral source; help cycles preserve all words, slots, source/view/field/preview and focus.
3. All four views and each visible field boundary exercised; restore from hidden-current to saved-visible state correct.
4. Two full snapshots compare/restore with multiline Unicode/literal <>& text and explicit replacement Cancel/Escape/confirm.
5. Clear/new-job cancel outside/pending, kept version retention and initializer forced failure/no-script all independently checked.
6. All eight held own-page32 source disclosures retain typed drafts. Actual native Browser/print/layout/AT/classroom are later separate observations.

No artificial count or runtime pass is inferred from this written contract. The later full source/actual handler and native Browser reviews are separate.

Full curriculum meanings, partial opportunities and Queensland scope

The123 complete retained records include1level,3strands,12substrands,28content descriptions,78 illustrative elaborations and1achievement standard. Full original attributes and raw1348 header slots remain in NATIONAL123.json and RAW123.json. The29September workbook is retained; actual13October fixed-Git nativeXML verification passed2334 conditions,616present slots including2present-empty and732absent. This is not a new workbook download.

All28 full content descriptions below are partial opportunities or explicit gaps. An elaboration is an illustrative example, not another mandatory description. The source’s three AC9E3L11A_E spellings remain exact; their LA11 relationship is stated without silently renaming the source.

Complete28 description opportunities and gaps

AC9E3LA01

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

Local opportunities: Day41

Day41 and49 optional willing-reader exchanges offer turn-taking and a pass. Supplied responses alone do not demonstrate actual cooperation or interaction; formality beyond these familiar contexts remains to teach.

AC9E3LA02

understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

Local opportunities: Day43

Day43 compares might/must and an invitation; Days46/49 consider evaluation and recommendations. Other contexts and forceful language need further examples and actual use.

AC9E3LA03

describe how texts across the curriculum use different language features and structures relevant to their purpose

Local opportunities: Day44, Day46

Days44/46 compare short report groups, routes, stories and invitations for specific purposes. Wider curriculum text structures remain.

AC9E3LA04

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

Local opportunities: Day44, Day49

Days44/49 group related ideas into short paragraphs. Sustained paragraphs across more texts remain, and tidy frames alone are not organising evidence.

AC9E3LA05

identify the purpose of layout features in print and digital texts and the words used for navigation

Local opportunities: Day44

Days44/46 use meaningful headings, route labels and a reader route. No actual digital navigation or all layout-feature purposes are established by these written briefs.

AC9E3LA06

understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

Local opportunities: Day42, Day43, Day47

Days42/43/47 make subject-verb agreement visible; D cases hold specific agreement edits. More clause and compound-sentence work remains.

AC9E3LA07

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

Local opportunities: Day43

Day43 distinguishes thinking/feeling and instructions/saying in complete contexts. The range of process types remains broader than the supplied examples.

AC9E3LA08

understand that verbs are anchored in time through tense

Local opportunities: Day42, Day47

Days42/45/47 preserve source time and distinguish completed events from future plans. Wider tense control in independently composed work remains.

AC9E3LA09

identify how images extend the meaning of a text

Local opportunities: Day46

Day46 and C cases explain a specific added image detail and emphasis. No comparison is invented from a single large sign; further visual genres remain.

AC9E3LA10

extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

Local opportunities: Day49

Days49/50 replace vague referents with precise topic words. Technical vocabulary across topics and words with multiple contextual meanings need further teaching.

AC9E3LA11

understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession

Local opportunities: Day47

Day47/D cases teach contractions, singular and regular plural possession with intended meaning supplied. Irregular plurals and broader independent use remain.

AC9E3LE01

discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Local opportunities: Explicit gap / separate teaching needed

The full required range includes First Nations Australian and wide-ranging Australian/world authors. These original SubjectNest stories do not fulfil that author range. Teachers select authorised suitable texts and community guidance; no cultural stories or translations invented.

AC9E3LE02

discuss connections between personal experiences and character experiences in literary texts and share personal preferences

Local opportunities: Day45

Day45 offers optional connections and supported character preferences. Personal disclosure is never required; richer discussion across literature remains.

AC9E3LE03

discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative

Local opportunities: Day45

Day45/B cases link character noticing, setting and mood to supplied language. Full author/illustrator text range and more sustained literary response remain.

AC9E3LE04

discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

Local opportunities: Day45

Day45/B cases explore onomatopoeia and reader effects. Rhythm and additional literary-device examples need further explicit teaching and use.

AC9E3LE05

create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

Local opportunities: Day45, Day50

Days45/50 adapt an original event from another perspective and edit one piece. Wider imaginative text structures and encounters remain.

AC9E3LY01

recognise how texts can be created for similar purposes but different audiences

Local opportunities: Day41, Day46

Days41/46/49 select wording/text for distinct readers. More same-purpose/different-audience work and actual reader use remain.

AC9E3LY02

use interaction skills to contribute to conversations and discussions to share information and ideas

Local opportunities: Day41, Day43, Day50

Days41/43/49 offer real willing-partner exchange with turn-taking. Only actual observed interaction supplies evidence; a supplied answer does not replace it.

AC9E3LY03

identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

Local opportunities: Day46

Day46/C cases compare route information, story and invitation using supplied clues. Wider text types and independent reading are separate.

AC9E3LY04

read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required

Local opportunities: Day48

Day48 invites teacher-selected taught-pattern reading and self-correction. Rich adult-read passages are not controlled decodables. Actual range, fluency and independent print-reading require separate observations.

AC9E3LY05

use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

Local opportunities: Day42

Days42/45/46 and A/B/C cases build literal/inferred meaning and limited evaluation from whole sources. Listening/viewing support must be recorded; broader comprehension range remains.

AC9E3LY06

plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

Local opportunities: Day41, Day42, Day44, Day47, Day49, Day50

Days41/44/45/47/49/50 plan, compose, edit and privately share small texts. Wider imaginative/informative/persuasive writing, compound sentences, independent spelling and publishing need additional work.

AC9E3LY07

plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume

Local opportunities: Day49, Day50

Days49/50 offer rehearsal and optional spoken/signed/multimodal delivery. A written script or saved draft does not prove delivery, voice features or audience interaction; observe those separately.

AC9E3LY08

write words using joined letters that are clearly formed and consistent in size

Local opportunities: Explicit gap / separate teaching needed

Handwriting can be observed on optional blank pages only when explicitly taught. This fortnight does not provide a full joined-letter formation programme; adult dictation/typing cannot demonstrate it.

AC9E3LY09

understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

Local opportunities: Day48

Day48 uses selected taught sound-letter knowledge, syllable/word-part support and a whole-sentence check. More complex multisyllabic patterns and fluent independent range remain; no universal pronunciation is invented.

AC9E3LY10

understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words

Local opportunities: Day48

Day48 uses re- plus play and a known suffix in a complete sentence. Broader affixes, suffix spelling generalisations and multimorphemic vocabulary remain.

AC9E3LY11

use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words

Local opportunities: Day48

Day48 offers a fresh spelling attempt after appropriate teaching, with conditions noted. No comprehensive less-common pattern set or mastery claim. Canonical code AC9E3LY11; the alignment PDF’s one AC9EFLY11 line is preserved as an anomaly.

AC9E3LY12

recognise and know how to write most high-frequency words including some homophones

Local opportunities: Day48

Day48/D-later distinguish supplied homophone meanings. Actual high-frequency word spelling, wider homophones and independent writing need further teaching and observation.

Full retained year context, hierarchy, elaborations and achievement standard

acara-v9:learning_areas:ENGENGY3 · ENGENGY3 · level_description

The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 3, students use spoken, written or visual communication to interact with familiar audiences for a purpose. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. In Year 3, students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 3 students create imaginative, informative and persuasive types of texts, which may include narratives, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences.

acara-v9:learning_areas:ENGENGY3_1LANG · ENGENGY3_1LANG · strand

Language

acara-v9:learning_areas:ENGENGY3LANG_1 · ENGENGY3LANG_1 · sub_strand

Language for interacting with others

acara-v9:learning_areas:AC9E3LA01 · AC9E3LA01 · content_description

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

acara-v9:learning_areas:AC9E3LA01_E1 · AC9E3LA01_E1 · illustrative_elaboration

recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding

acara-v9:learning_areas:AC9E3LA01_E2 · AC9E3LA01_E2 · illustrative_elaboration

understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking

acara-v9:learning_areas:AC9E3LA02 · AC9E3LA02 · content_description

understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

acara-v9:learning_areas:AC9E3LA02_E1 · AC9E3LA02_E1 · illustrative_elaboration

exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation

acara-v9:learning_areas:AC9E3LA02_E2 · AC9E3LA02_E2 · illustrative_elaboration

recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts

acara-v9:learning_areas:AC9E3LA02_E3 · AC9E3LA02_E3 · illustrative_elaboration

exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”

acara-v9:learning_areas:ENGENGY3LANG_2 · ENGENGY3LANG_2 · sub_strand

Text structure and organisation

acara-v9:learning_areas:AC9E3LA03 · AC9E3LA03 · content_description

describe how texts across the curriculum use different language features and structures relevant to their purpose

acara-v9:learning_areas:AC9E3LA03_E1 · AC9E3LA03_E1 · illustrative_elaboration

identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion

acara-v9:learning_areas:AC9E3LA03_E2 · AC9E3LA03_E2 · illustrative_elaboration

describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes

acara-v9:learning_areas:AC9E3LA04 · AC9E3LA04 · content_description

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

acara-v9:learning_areas:AC9E3LA04_E1 · AC9E3LA04_E1 · illustrative_elaboration

recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways

acara-v9:learning_areas:AC9E3LA04_E2 · AC9E3LA04_E2 · illustrative_elaboration

recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure

acara-v9:learning_areas:AC9E3LA04_E3 · AC9E3LA04_E3 · illustrative_elaboration

examining models of well-constructed paragraphs and identifying their features

acara-v9:learning_areas:AC9E3LA05 · AC9E3LA05 · content_description

identify the purpose of layout features in print and digital texts and the words used for navigation

acara-v9:learning_areas:AC9E3LA05_E1 · AC9E3LA05_E1 · illustrative_elaboration

examining the words used as hyperlinks

acara-v9:learning_areas:AC9E3LA05_E2 · AC9E3LA05_E2 · illustrative_elaboration

discussing words used as headings and subheadings in digital and print information texts

acara-v9:learning_areas:AC9E3LA05_E3 · AC9E3LA05_E3 · illustrative_elaboration

discussing words used for chapter headings in narratives

acara-v9:learning_areas:ENGENGY3LANG_3 · ENGENGY3LANG_3 · sub_strand

Language for expressing and developing ideas

acara-v9:learning_areas:AC9E3LA06 · AC9E3LA06 · content_description

understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

acara-v9:learning_areas:AC9E3LA06_E1 · AC9E3LA06_E1 · illustrative_elaboration

identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”

acara-v9:learning_areas:AC9E3LA06_E2 · AC9E3LA06_E2 · illustrative_elaboration

identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”

acara-v9:learning_areas:AC9E3LA07 · AC9E3LA07 · content_description

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

acara-v9:learning_areas:AC9E3LA07_E1 · AC9E3LA07_E1 · illustrative_elaboration

exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say

acara-v9:learning_areas:AC9E3LA07_E2 · AC9E3LA07_E2 · illustrative_elaboration

exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”

acara-v9:learning_areas:AC9E3LA07_E3 · AC9E3LA07_E3 · illustrative_elaboration

exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals

acara-v9:learning_areas:AC9E3LA07_E4 · AC9E3LA07_E4 · illustrative_elaboration

identifying different types of verbs and the way they control meaning in a clause

acara-v9:learning_areas:AC9E3LA08 · AC9E3LA08 · content_description

understand that verbs are anchored in time through tense

acara-v9:learning_areas:AC9E3LA08_E1 · AC9E3LA08_E1 · illustrative_elaboration

learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”

acara-v9:learning_areas:AC9E3LA08_E2 · AC9E3LA08_E2 · illustrative_elaboration

learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”

acara-v9:learning_areas:AC9E3LA09 · AC9E3LA09 · content_description

identify how images extend the meaning of a text

acara-v9:learning_areas:AC9E3LA09_E1 · AC9E3LA09_E1 · illustrative_elaboration

recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures

acara-v9:learning_areas:AC9E3LA09_E2 · AC9E3LA09_E2 · illustrative_elaboration

recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness

acara-v9:learning_areas:AC9E3LA10 · AC9E3LA10 · content_description

extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

acara-v9:learning_areas:AC9E3LA10_E1 · AC9E3LA10_E1 · illustrative_elaboration

identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”

acara-v9:learning_areas:AC9E3LA10_E2 · AC9E3LA10_E2 · illustrative_elaboration

identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”

acara-v9:learning_areas:AC9E3LA10_E3 · AC9E3LA10_E3 · illustrative_elaboration

identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”

acara-v9:learning_areas:AC9E3LA10_E4 · AC9E3LA10_E4 · illustrative_elaboration

extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”

acara-v9:learning_areas:AC9E3LA11 · AC9E3LA11 · content_description

understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession

acara-v9:learning_areas:AC9E3L11A_E1 · AC9E3L11A_E1 · illustrative_elaboration

using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock”

acara-v9:learning_areas:AC9E3L11A_E2 · AC9E3L11A_E2 · illustrative_elaboration

using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe”

acara-v9:learning_areas:AC9E3L11A_E3 · AC9E3L11A_E3 · illustrative_elaboration

using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes”

acara-v9:learning_areas:ENGENGY3_2LIT · ENGENGY3_2LIT · strand

Literature

acara-v9:learning_areas:ENGENGY3LIT_1 · ENGENGY3LIT_1 · sub_strand

Literature and contexts

acara-v9:learning_areas:AC9E3LE01 · AC9E3LE01 · content_description

discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

acara-v9:learning_areas:AC9E3LE01_E1 · AC9E3LE01_E1 · illustrative_elaboration

exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline

acara-v9:learning_areas:AC9E3LE01_E2 · AC9E3LE01_E2 · illustrative_elaboration

discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors

acara-v9:learning_areas:AC9E3LE01_E3 · AC9E3LE01_E3 · illustrative_elaboration

discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors

acara-v9:learning_areas:AC9E3LE01_E4 · AC9E3LE01_E4 · illustrative_elaboration

exploring the ways Australian settings are portrayed in stories

acara-v9:learning_areas:ENGENGY3LIT_2 · ENGENGY3LIT_2 · sub_strand

Engaging with and responding to literature

acara-v9:learning_areas:AC9E3LE02 · AC9E3LE02 · content_description

discuss connections between personal experiences and character experiences in literary texts and share personal preferences

acara-v9:learning_areas:AC9E3LE02_E1 · AC9E3LE02_E1 · illustrative_elaboration

discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts

acara-v9:learning_areas:AC9E3LE02_E2 · AC9E3LE02_E2 · illustrative_elaboration

selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts

acara-v9:learning_areas:ENGENGY3LIT_3 · ENGENGY3LIT_3 · sub_strand

Examining literature

acara-v9:learning_areas:AC9E3LE03 · AC9E3LE03 · content_description

discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative

acara-v9:learning_areas:AC9E3LE03_E1 · AC9E3LE03_E1 · illustrative_elaboration

identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”

acara-v9:learning_areas:AC9E3LE03_E2 · AC9E3LE03_E2 · illustrative_elaboration

discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”

acara-v9:learning_areas:AC9E3LE04 · AC9E3LE04 · content_description

discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

acara-v9:learning_areas:AC9E3LE04_E1 · AC9E3LE04_E1 · illustrative_elaboration

discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems

acara-v9:learning_areas:AC9E3LE04_E2 · AC9E3LE04_E2 · illustrative_elaboration

generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”

acara-v9:learning_areas:ENGENGY3LIT_4 · ENGENGY3LIT_4 · sub_strand

Creating literature

acara-v9:learning_areas:AC9E3LE05 · AC9E3LE05 · content_description

create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

acara-v9:learning_areas:AC9E3LE05_E1 · AC9E3LE05_E1 · illustrative_elaboration

drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts

acara-v9:learning_areas:AC9E3LE05_E2 · AC9E3LE05_E2 · illustrative_elaboration

adapting texts read, viewed and listened to by changing the setting or revising an ending

acara-v9:learning_areas:AC9E3LE05_E3 · AC9E3LE05_E3 · illustrative_elaboration

discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing

acara-v9:learning_areas:ENGENGY3_3LITCY · ENGENGY3_3LITCY · strand

Literacy

acara-v9:learning_areas:ENGENGY3LITCY_1 · ENGENGY3LITCY_1 · sub_strand

Texts in context

acara-v9:learning_areas:AC9E3LY01 · AC9E3LY01 · content_description

recognise how texts can be created for similar purposes but different audiences

acara-v9:learning_areas:AC9E3LY01_E1 · AC9E3LY01_E1 · illustrative_elaboration

identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road

acara-v9:learning_areas:AC9E3LY01_E2 · AC9E3LY01_E2 · illustrative_elaboration

identifying how the instructions for assembling and using toys vary according to the age of the user

acara-v9:learning_areas:ENGENGY3LITCY_2 · ENGENGY3LITCY_2 · sub_strand

Interacting with others

acara-v9:learning_areas:AC9E3LY02 · AC9E3LY02 · content_description

use interaction skills to contribute to conversations and discussions to share information and ideas

acara-v9:learning_areas:AC9E3LY02_E1 · AC9E3LY02_E1 · illustrative_elaboration

building on and connecting ideas and opinions expressed by others

acara-v9:learning_areas:AC9E3LY02_E2 · AC9E3LY02_E2 · illustrative_elaboration

listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

acara-v9:learning_areas:AC9E3LY02_E3 · AC9E3LY02_E3 · illustrative_elaboration

learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter

acara-v9:learning_areas:AC9E3LY02_E4 · AC9E3LY02_E4 · illustrative_elaboration

using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends

acara-v9:learning_areas:ENGENGY3LITCY_3 · ENGENGY3LITCY_3 · sub_strand

Analysing, interpreting and evaluating

acara-v9:learning_areas:AC9E3LY03 · AC9E3LY03 · content_description

identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

acara-v9:learning_areas:AC9E3LY03_E1 · AC9E3LY03_E1 · illustrative_elaboration

identifying words, phrases and images intended to persuade listeners, viewers or readers

acara-v9:learning_areas:AC9E3LY03_E2 · AC9E3LY03_E2 · illustrative_elaboration

identifying features of advertisements that target children

acara-v9:learning_areas:AC9E3LY03_E3 · AC9E3LY03_E3 · illustrative_elaboration

identifying the purpose of an imaginative text; for example, identifying the purpose of a fable

acara-v9:learning_areas:AC9E3LY04 · AC9E3LY04 · content_description

read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required

acara-v9:learning_areas:AC9E3LY04_E1 · AC9E3LY04_E1 · illustrative_elaboration

using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words

acara-v9:learning_areas:AC9E3LY04_E2 · AC9E3LY04_E2 · illustrative_elaboration

reading a wider range of texts from different learning areas, including chapter books and informative texts

acara-v9:learning_areas:AC9E3LY05 · AC9E3LY05 · content_description

use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

acara-v9:learning_areas:AC9E3LY05_E1 · AC9E3LY05_E1 · illustrative_elaboration

making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

acara-v9:learning_areas:AC9E3LY05_E2 · AC9E3LY05_E2 · illustrative_elaboration

determining important ideas, events or details in texts

acara-v9:learning_areas:AC9E3LY05_E3 · AC9E3LY05_E3 · illustrative_elaboration

learning new content from reading and listening, and asking questions to expand understanding

acara-v9:learning_areas:AC9E3LY05_E4 · AC9E3LY05_E4 · illustrative_elaboration

comparing and contrasting how different texts present similar ideas or information

acara-v9:learning_areas:AC9E3LY05_E5 · AC9E3LY05_E5 · illustrative_elaboration

drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website

acara-v9:learning_areas:AC9E3LY05_E6 · AC9E3LY05_E6 · illustrative_elaboration

determining the relevance of a text for a particular task

acara-v9:learning_areas:ENGENGY3LITCY_4 · ENGENGY3LITCY_4 · sub_strand

Creating texts

acara-v9:learning_areas:AC9E3LY06 · AC9E3LY06 · content_description

plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

acara-v9:learning_areas:AC9E3LY06_E1 · AC9E3LY06_E1 · illustrative_elaboration

gathering information and ideas about a topic in preparation for writing, which may include online and digital sources

acara-v9:learning_areas:AC9E3LY06_E2 · AC9E3LY06_E2 · illustrative_elaboration

selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience

acara-v9:learning_areas:AC9E3LY06_E3 · AC9E3LY06_E3 · illustrative_elaboration

using appropriate simple and compound sentences to express and combine ideas

acara-v9:learning_areas:AC9E3LY06_E4 · AC9E3LY06_E4 · illustrative_elaboration

using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose

acara-v9:learning_areas:AC9E3LY06_E5 · AC9E3LY06_E5 · illustrative_elaboration

using digital tools to plan, sequence, compose and edit texts

acara-v9:learning_areas:AC9E3LY06_E6 · AC9E3LY06_E6 · illustrative_elaboration

using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”

acara-v9:learning_areas:AC9E3LY06_E7 · AC9E3LY06_E7 · illustrative_elaboration

checking for correct use of apostrophes for contractions and to indicate possession

acara-v9:learning_areas:AC9E3LY07 · AC9E3LY07 · content_description

plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume

acara-v9:learning_areas:AC9E3LY07_E1 · AC9E3LY07_E1 · illustrative_elaboration

researching a topic to prepare an oral or multimodal presentation

acara-v9:learning_areas:AC9E3LY07_E2 · AC9E3LY07_E2 · illustrative_elaboration

planning the sequence of ideas and information using techniques such as storyboards

acara-v9:learning_areas:AC9E3LY07_E3 · AC9E3LY07_E3 · illustrative_elaboration

adjusting tone and pace to purpose and audience

acara-v9:learning_areas:AC9E3LY07_E4 · AC9E3LY07_E4 · illustrative_elaboration

explaining ideas to a peer when planning a presentation

acara-v9:learning_areas:AC9E3LY08 · AC9E3LY08 · content_description

write words using joined letters that are clearly formed and consistent in size

acara-v9:learning_areas:ENGENGY3LITCY_5 · ENGENGY3LITCY_5 · sub_strand

Phonic and word knowledge

acara-v9:learning_areas:AC9E3LY09 · AC9E3LY09 · content_description

understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

acara-v9:learning_areas:AC9E3LY09_E1 · AC9E3LY09_E1 · illustrative_elaboration

reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”

acara-v9:learning_areas:AC9E3LY09_E2 · AC9E3LY09_E2 · illustrative_elaboration

reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”

acara-v9:learning_areas:AC9E3LY10 · AC9E3LY10 · content_description

understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words

acara-v9:learning_areas:AC9E3LY10_E1 · AC9E3LY10_E1 · illustrative_elaboration

understanding how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand”

acara-v9:learning_areas:AC9E3LY10_E2 · AC9E3LY10_E2 · illustrative_elaboration

using generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es”

acara-v9:learning_areas:AC9E3LY11 · AC9E3LY11 · content_description

use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words

acara-v9:learning_areas:AC9E3LY11_E1 · AC9E3LY11_E1 · illustrative_elaboration

using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”

acara-v9:learning_areas:AC9E3LY11_E2 · AC9E3LY11_E2 · illustrative_elaboration

using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”

acara-v9:learning_areas:AC9E3LY12 · AC9E3LY12 · content_description

recognise and know how to write most high-frequency words including some homophones

acara-v9:learning_areas:AC9E3LY12_E1 · AC9E3LY12_E1 · illustrative_elaboration

using context and syntactic knowledge to spell homophones; for example, “break” or “brake” and “ate” or “eight”

acara-v9:achievement_standards:8d3e51d8631fb94f · no code · achievement_standard

By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.

Queensland primary interpretation

Modified from QCAA Year3 alignment(April2023), standards(November2023) and Years3–4 conditions(October2023), ©State of Queensland(QCAA)2023, CC BY4.0 subject to exclusions and the linked copyright notice. The operative indexed text is read; matrix layout/diagrams and PDF binaries are not claimed inspected.

QCAA standards support taught opportunities, task-specific guidance and an on-balance folio judgement across a year/band. The achievement standard represents the Queensland C standard; these32 original component descriptions are not calibrated A–E bands. The packet leaves whole-year range and actual performances visible as remaining work.

Conditions allow written, spoken/signed and multimodal modes chosen for context. Tasks may be staged. Suggested100–200words or1–2minutes are not quotas, and longer does not itself give better evidence. Observed demonstrations require actual teacher observations; text scripts do not replace them.

The alignment’s printed AC9EFLY11 anomaly atline241 is preserved in PRIMARY-REVIEW; canonical AC9E3LY11 comes from the exact national record. No excluded glossary footnote is copied or adapted.

Exact primary links and read scope

Q1 · Year3 English achievement standard alignment

Year3 English achievement standard alignment

Issued: April2023. Whole four-page operative indexed text read13Oct (3209view0/3221view0). No PDF binary/layout/diagram inspection claim. One line prints AC9EFLY11; canonical retained national code AC9E3LY11 is used. Full exact AS is retained from the national workbook.

Q2 · Year3 English standards elaborations

Year3 English standards elaborations

Issued: November2023. Whole six-page operative indexed text read13Oct across3209–3211/3221–3222, including footer exclusions. Parsed matrix text read, not visual matrix inspection. Local32 criteria are formative and not calibrated A–E reporting bands; folio/on-balance judgement and taught opportunity apply. Footnoted excluded glossary definitions are not copied/adapted.

Q3 · Years3–4 English assessment techniques and conditions

Years3–4 English assessment techniques and conditions

Issued: October2023. Whole two-page90-line indexed text read13Oct (3210view2/3222view2). Schools choose contextual modes/conditions; tasks may be staged. Suggested100–200 written words/1–2 spoken-signed minutes are not quotas; longer is not automatically better. Actual observed demonstrations remain separate.

Q4 · QCAA copyright

QCAA copyright

Issued: Updated23September2024. Complete operative indexed grant/exclusions read13Oct3211view0/3212view1. Covered ordinary material CC BY4.0; logos, student work, specified glossary/media/third-party items excluded or independently governed. Attribution, modifications and links required; no endorsement.

A1 · ACARA copyright and terms of use

ACARA copyright and terms of use

Issued: UpdatedApril2021 on page. Complete operative sections1–17 indexed text personally read13Oct3211view1/view2/3213view0, with middle-gap recovery. Core covered curriculum CC BY4.0; excluded support/media/branding/site design and ICIP authority remain separate. Preserve full five-paragraph product acknowledgement.

L1 · State Library of Queensland Collections

State Library of Queensland Collections

Issued: Page not supplied with a new issued date. Whole55 indexed lines personally read13Oct3213view1. Narrow adult source-purpose paraphrase only: page points readers to OneSearch for finding/accessing collections. No item availability, borrowing entitlement, local operation or child browsing claim.

L2 · State Library understanding copyright

State Library understanding copyright

Issued: Approved11June2025. Whole99 indexed lines personally read13Oct3213view2. Covered ordinary site text CC BY4.0, collections/eresources/media/cultural material own authority. No collection content/book cover copied or entered into AI.

Rights, narrow factual example and contribution review

Original lessons, fictional sources, criteria, next teaching and asset briefs ©NeuroForgeIO Pty Ltd2026, SubjectNest, CC BY4.0: credit, link and mark changes. Original proposal controls Apache2.0. Complete grants are in CC-BY-4.0.txt and Apache-2.0.txt. No provider, media or cultural permission is extended.

Complete ACARA product acknowledgement

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed 29 September 2026) and was modified.

The material is licensed under CC BY 4.0 Attribution 4.0 International Deed. Version updates are tracked in the ‘Curriculum version history’ section on the 'About the Australian Curriculum' page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.

It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).

It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.

The exact retained core curriculum dataset was acquired29September2026; full selected meanings/raw slots keep their original dates and bytes. Current13October primary reading and fixed-workbook checks are distinct. ACARA has no endorsement or affiliation with this product. Covered core material is CC BY4.0; excluded support, media, branding, site design, definitions and cultural material need separate authority.

Modified from the three QCAA2023 documents named in PRIMARY-REVIEW.json, ©State of Queensland(QCAA)2023, CC BY4.0 subject to item and copyright exclusions. No excluded glossary text, student work, logos or third-party media copied. Local original criteria remain formative, not official reporting bands.

One narrow real-world example, with a complete fictional route

State Library of Queensland points readers to OneSearch for finding and accessing its collections. This is a provider-page purpose, not an item availability, entitlement, opening or local school-service result.

Collections and State Library copyright were personally read13October2026. The12October original fact/date/receipt remain in LOCAL-FACT.json as an exact historical body. Its old C15 identifier belongs to that predecessor example, not the new Day48 word-help C15. Only ordinary provider-page purpose is paraphrased. Collections, book covers, licensed eresources and ICIP require their own permission; none is copied or put into AI.

Complete current fictional alternative LF-FICTION:

The invented Paper Place directory points readers to its Find-a-card catalogue to search the pretend collection. It gives no particular card availability, borrowing entitlement or opening result. A reader would need an appropriate current item/source record before making those claims. No real library, account or service is involved.

Invitation: Explain the stated catalogue purpose and one result still needing a relevant current source.

Easy manual local review

1. An adult chooses a relevant official source for the actual place/job; no child account, photograph or search is required.
2. Read the exact section and issued/checked dates; separate the provider’s stated purpose from a current local result.
3. Write only the narrow supported fact in the blank record. List availability, permission or operating claims the source does not support.
4. Review permissions, child suitability, cultural authority and accessibility before selecting material. A source being online is not a copying grant.
5. Offer the complete original LF-FICTION if the local source is unavailable, stale, inappropriate or too time-consuming. Do not turn Council403 or an undated brochure into a current result.

Ten initially blank review labels:

1. place
2. source_title
3. url
4. section
5. issued_date
6. checked_date
7. supported_fact
8. unsupported_claims
9. rights_and_suitability
10. next_recheck

Council403/undated brochures are limitations, not evidence of current local operation. No live search result, availability, neighbourhood observation or service promise is supplied. Use official current sources when a teacher wants a local example; review the exact fact before adopting it.

Languages and cultural authority

No translation, pronunciation, First Nations story, language or cultural asset is invented. Community permission and qualified language review are required for a later community-language resource. Original fiction does not fulfil the national range of First Nations Australian/world authors. A teacher can use authorised texts without copying them into this packet.

Suggest a useful change

Use the contribution fields in01: resourceID, place/year, exact proposed wording, reason, source/date/code, access effect and rights. Preserve the old edition and show the change for review. No submission interface or review integration has been built here.