# Day 21 · Pick the text that does the job Aim: Identify purpose and characteristic features across three genuinely different texts; reread for meaning and create a purposeful small response. Limited national links: AC9E4LA03, AC9E4LY03, AC9E4LY04, AC9E4LY05. Exact descriptions and limits are in the crosswalk. Preparation: select a matched independent passage, read the complete named shared text and chosen route, prepare accessible response mode and ordinary paper/text labels. [Child page](../learner/day-21.html) · [Home offer](../family/day-21.html) · [Optional extras](../extras/day-21.html). - [Read The page that would not fit](../texts/story.html) - [Read The quiet orchestra](../texts/poem.html) - [Read Three cards, one new rule](../texts/game.html) - [Read Make a six-panel paper comic](../texts/guide.html) ## Start · 2 min Want a story, a poem or a game? Pick one, find a clue and make a tiny text of your own. ## Word study · 4 min Use report → reporter and play → player, returning to known sounds and the base before adding -er. The suffix can name a person doing an action here; it does not always do that in every word. Read/write one selected whole word and discuss its meaning. Choose easier taught patterns if needed. ## Read/re-read · 5 min Show story, poem and game. Ask what a reader might use each for before naming its type. Read selected parts aloud with a text copy available; pause after Leila’s problem, then reread its clue. Separately hear one short school-selected text passage that the learner can attempt using taught knowledge; record exact self-read words and any rereading/help. Do not infer decoding from listening. ## Model and join in · 5 min Say: “The game’s headings, aim and if-rule help someone play. The story’s character and problem invite us to follow events. The poem’s repeated sounds and imagined objects invite a different kind of reading.” Model choosing the guide to make a comic, explaining the action verb and numbered stages, not simply its topic. Place three purpose cards: enjoy an imagined event; play a game; explore words/images. Children match one excerpt and give one clue. Discuss a second plausible purpose: a poem may also tell a story. Show the blank text-job sheet; leave the child’s boxes empty. ## Create or fresh check · 8 min Offer routes A/B/C. Each child selects a purpose, creates two or more linked lines or a labelled sequence, and states who might read it. Adults scribe exact decisions without supplying ideas. Extend optionally by changing the same topic into another text type. ## Feedback and next move · 4 min Ask “Which clue helped you choose?” A willing partner or the teacher names the text job they understood. If unclear, change one heading, action verb or event. Keep reading-route evidence separate from composition. ## Close · 2 min Retain the chosen job and actual clue. If a child guesses by topic only, next teach two texts on the same topic with different structures. If the self-read passage was too hard, change its taught-pattern match. ## Three context choices ### Comic maker Read or hear the story’s first two paragraphs. Make a three-part invented comic: object, problem, change. Add a sentence that helps a reader follow it. ### Game designer Read or hear the game’s Aim and How to play. Make a quiet solo rule and one shared rule for imaginary character cards. Use an action word and say who could use the rules. ### Word musician Read or hear the poem. Choose a harmless everyday object and write or dictate two playful lines about it. Point to a word or image that makes the lines feel unlike a report. Assessment record: preserve exact child wording, source, self-read/heard route, response mode, actual adult prompts and next teaching. Adult transcription is not handwriting evidence. Do not infer attainment from a worksheet count. Original teaching text and vector art: © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY 4.0: credit, link and indicate changes. National curriculum retains ACARA rights; linked sources keep their own terms. No authority endorsement.