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

The cardboard music-room cards · staffYear 3 English · T1 W9–10 · Teacher · Teacher / Cases / C later

• Complete matching neutral source
• Child · four blank own fields
• Matching four-question case paper
• V19 · source scene and four blank areas · Complete terms
• V19 · complete text alternative
• Ordinary eight-field Reporter Desk paper
• N25 · full follow-on lesson for Q1
• N26 · full follow-on lesson for Q2
• N27 · full follow-on lesson for Q3
• N28 · full follow-on lesson for Q4

The cardboard music-room cards · staff case

Eligibility and exposure

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.

Help and actual evidence

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.

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

Invitation

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

Component criterion

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

Staff example after an attempt

Text A gives entrance, tune and goodbye in order. It does not supply a real starting time.

Judgement limit

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.

Next teaching

N25 · AC9E3LY03, AC9E3LA03

C-later-Q2

Invitation

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

Component criterion

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

Staff example after an attempt

The sign makes MUSIC ROOM prominent. No comparison with a smaller sign is supplied.

Judgement limit

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.

Next teaching

N26 · AC9E3LA09, AC9E3LY05

C-later-Q3

Invitation

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

Component criterion

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

Staff example after an attempt

The image describes a square card beside the goodbye item; the order sentence does not give that shape.

Judgement limit

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.

Next teaching

N27 · AC9E3LA09

C-later-Q4

Invitation

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

Component criterion

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

Staff example after an attempt

‘Wonderfully’ expresses positive evaluation to make the event appealing. Another reader may still choose not to watch.

Judgement limit

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.

Next teaching

N28 · AC9E3LA02, AC9E3LY03