# Exact national scope, Queensland assessment use and mixed source rights ## Scope and history Year4 English Resource Weeks09–10 is an original supplementary ten-session contribution, not proof that earlier weeks, the whole year or all states are complete. The inherited Year4 annual map is a draft v0.2 dated1October2026, with open wider opportunities; its rows are planning, not acceptance. The accepted neighbouring07–08 source is pinned by exact288-file native manifest. This new thread extends paragraph-purpose work with source evaluation, quoted/reported voices, still-image framing and genuinely owned reader composition rather than renaming the predecessor. The complete102 native records and typed102 raw rows/511 present cells retain the exact29September2026 workbook metadata, values and source identities, including two present empty cells. Full1218 selected coordinate slots distinguish511present and707absent. Canonical framework SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60 and workbook SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 were actually compared during preparation. The historical extraction revision was unavailable here; exact original file bytes were available and matched. No fresh workbook acquisition, later retrieval date or commit resolution is invented. ## Whole national meaning # Whole selected Year4 English national meaning Historical input obtained29September2026. All102 selected records, including28core descriptions72 elaborations and full achievement standard, retained. Elaborations are examples, not replacement alignment targets. [Full source notice](SOURCE-NOTICE.md). ## ENGENGY4 · 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 4, students interact with audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, short novels of different genres, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for creating their own work. 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. Literary texts that support and extend students in Year 4 as independent readers may describe sequences of events that develop over chapters and unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use language features including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high-frequency words, words that need to be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. Year 4 students create a range of imaginative, informative and persuasive types of texts that may include narratives, performances, reports, reviews, poetry and arguments for particular purposes and audiences. ## AC9E4LA01 · content_description explore language used to develop relationships in formal and informal situations ## AC9E4LA01_E1 · illustrative_elaboration recognising that language is adjusted in different contexts; for example, in degree of formality when moving between group discussions and presenting a group report ## AC9E4LA01_E2 · illustrative_elaboration understanding how age, expertise and familiarity influence the ways in which people interact and how these codes and conventions vary across cultures ## AC9E4LA01_E3 · illustrative_elaboration recognising the importance of using inclusive language ## AC9E4LA01_E4 · illustrative_elaboration exploring cultural respects for First Nations Australian Elders, and greeting conventions between First Nations Australians ## AC9E4LA02 · content_description identify the subjective language of opinion and feeling, and the objective language of factual reporting ## AC9E4LA02_E1 · illustrative_elaboration identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded” ## AC9E4LA02_E2 · illustrative_elaboration comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.” ## AC9E4LA03 · content_description identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes ## AC9E4LA03_E1 · illustrative_elaboration identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose ## AC9E4LA03_E2 · illustrative_elaboration understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports ## AC9E4LA03_E3 · illustrative_elaboration recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life ## AC9E4LA03_E4 · illustrative_elaboration recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose ## AC9E4LA04 · content_description identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas ## AC9E4LA04_E1 · illustrative_elaboration recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things ## AC9E4LA04_E2 · illustrative_elaboration recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition” ## AC9E4LA04_E3 · illustrative_elaboration recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally” ## AC9E4LA05 · content_description identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout ## AC9E4LA05_E1 · illustrative_elaboration investigating the features used for texts such as headings and subheadings in print text, home pages and subpages in digital texts, and how these help the reader select text for a purpose ## AC9E4LA05_E2 · illustrative_elaboration comparing the features of texts on similar topics online ## AC9E4LA06 · content_description understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality ## AC9E4LA06_E1 · illustrative_elaboration creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.” ## AC9E4LA06_E2 · illustrative_elaboration creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.” ## AC9E4LA07 · content_description investigate how quoted (direct) and reported (indirect) speech are used ## AC9E4LA07_E1 · illustrative_elaboration investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts ## AC9E4LA08 · content_description understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity ## AC9E4LA08_E1 · illustrative_elaboration investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).” ## AC9E4LA09 · content_description understand past, present and future tenses and their impact on meaning in a sentence ## AC9E4LA09_E1 · illustrative_elaboration understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense ## AC9E4LA09_E2 · illustrative_elaboration identifying the tense in texts they read ## AC9E4LA10 · content_description explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts ## AC9E4LA10_E1 · illustrative_elaboration examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response ## AC9E4LA11 · content_description expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources ## AC9E4LA11_E1 · illustrative_elaboration building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces ## AC9E4LA11_E2 · illustrative_elaboration determining or clarifying the shades of meaning of synonyms and antonyms ## AC9E4LA11_E3 · illustrative_elaboration using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers ## AC9E4LA12 · content_description understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation ## AC9E4LA12_E1 · illustrative_elaboration identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts ## AC9E4LA12_E2 · illustrative_elaboration using punctuated dialogue in own writing ## AC9E4LE01 · content_description recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors ## AC9E4LE01_E1 · illustrative_elaboration comparing the plots and characters in 2 literary texts with similar ideas; for example, 2 literary texts that explore friendship in texts by wide-ranging Australian authors ## AC9E4LE01_E2 · illustrative_elaboration commenting on how literary texts set in different time periods present ideas about nature ## AC9E4LE01_E3 · illustrative_elaboration discussing how everyday life, such as mealtimes and family relationships, is depicted in particular historical and cultural contexts in texts by wide-ranging world authors ## AC9E4LE01_E4 · illustrative_elaboration recognising similar storylines and ideas in literature by First Nations Australian authors ## AC9E4LE02 · content_description describe the effects of text structures and language features in literary texts when responding to and sharing opinions ## AC9E4LE02_E1 · illustrative_elaboration sharing and discussing understanding of the effects of literary techniques on their appreciation of texts ## AC9E4LE02_E2 · illustrative_elaboration sharing responses to texts using appropriate language to talk specifically about grammar and literature; for example, “The use of the noun groups to describe the character really helps to create images for the reader.” ## AC9E4LE02_E3 · illustrative_elaboration using language appropriate to a text such as “flashback”, “tension” and “resolution” when sharing opinions about plot structure ## AC9E4LE03 · content_description discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions ## AC9E4LE03_E1 · illustrative_elaboration examining an author’s choice of language to describe a character’s appearance, behaviour and speech ## AC9E4LE03_E2 · illustrative_elaboration discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities ## AC9E4LE03_E3 · illustrative_elaboration identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences ## AC9E4LE03_E4 · illustrative_elaboration identifying how illustrations contribute to the meaning of stories by First Nations Australian authors ## AC9E4LE04 · content_description examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning ## AC9E4LE04_E1 · illustrative_elaboration defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness ## AC9E4LE04_E2 · illustrative_elaboration discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life ## AC9E4LE04_E3 · illustrative_elaboration exploring emotive language in texts by First Nations Australian poets and authors ## AC9E4LE05 · content_description create and edit literary texts by developing storylines, characters and settings ## AC9E4LE05_E1 · illustrative_elaboration creating texts using a range of sentence types, including dialogue and literary devices ## AC9E4LE05_E2 · illustrative_elaboration collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings ## AC9E4LY01 · content_description compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events ## AC9E4LY01_E1 · illustrative_elaboration viewing documentaries and news footage from different periods, comparing the purpose and audience; for example, coverage of major sporting events ## AC9E4LY01_E2 · illustrative_elaboration comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology ## AC9E4LY02 · content_description listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information ## AC9E4LY02_E1 · illustrative_elaboration making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required ## AC9E4LY02_E2 · illustrative_elaboration developing speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently ## AC9E4LY03 · content_description identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ## AC9E4LY03_E1 · illustrative_elaboration identifying how authors use language to create imaginary worlds ## AC9E4LY03_E2 · illustrative_elaboration identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts ## AC9E4LY03_E3 · illustrative_elaboration identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic ## AC9E4LY04 · content_description read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed ## AC9E4LY04_E1 · illustrative_elaboration reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features ## AC9E4LY05 · content_description use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts ## AC9E4LY05_E1 · illustrative_elaboration making connections between information in print, images and sound ## AC9E4LY05_E2 · illustrative_elaboration reading or listening for key topic-specific vocabulary words to build understanding ## AC9E4LY05_E3 · illustrative_elaboration reading or listening to interpret the main idea and supporting ideas ## AC9E4LY05_E4 · illustrative_elaboration identifying evidence and reasoning used by authors to support points or arguments ## AC9E4LY05_E5 · illustrative_elaboration applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking ## AC9E4LY05_E6 · illustrative_elaboration connecting the use of colours, images, symbols and patterns in texts by First Nations Australian authors and illustrators ## AC9E4LY05_E7 · illustrative_elaboration evaluating an author’s use of evidence to support arguments ## AC9E4LY06 · content_description plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation ## AC9E4LY06_E1 · illustrative_elaboration using research to gather ideas for writing and integrating information from a range of sources which may include those found online ## AC9E4LY06_E2 · illustrative_elaboration selecting text structure and planning how to group ideas into paragraphs to sequence content ## AC9E4LY06_E3 · illustrative_elaboration using topic-specific, precise and varied vocabulary ## AC9E4LY06_E4 · illustrative_elaboration using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose ## AC9E4LY06_E5 · illustrative_elaboration revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text ## AC9E4LY07 · content_description plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume ## AC9E4LY07_E1 · illustrative_elaboration reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims ## AC9E4LY07_E2 · illustrative_elaboration exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts ## AC9E4LY07_E3 · illustrative_elaboration choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately ## AC9E4LY07_E4 · illustrative_elaboration rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience ## AC9E4LY08 · content_description write words using clearly formed joined letters, with developing fluency and automaticity ## AC9E4LY09 · content_description understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes ## AC9E4LY09_E1 · illustrative_elaboration recognising unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal” ## AC9E4LY09_E2 · illustrative_elaboration using phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful” ## AC9E4LY10 · content_description understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words ## AC9E4LY10_E1 · illustrative_elaboration applying generalisations for adding affixes; for example, “hope” – “hoping”, “begin” – “beginning”, “country” – “countries” ## AC9E4LY10_E2 · illustrative_elaboration building morphemic word families and exploring word origins; for example, "tricycle", "tripod" and "triangle" ## AC9E4LY11 · content_description read and write high-frequency words including homophones and know how to use context to identify correct spelling ## AC9E4LY11_E1 · illustrative_elaboration recognising that contextual and syntactical clues can be used to determine the use of homophones; for example, “We grow wheat on our farm.” “The train trip will take about an hour.” ## acara-v9:achievement_standards:096f4fded0daaa38 · achievement_standard By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge. They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge. ## All28 content-description opportunity boundaries ### AC9E4LA01 · conditional A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. ### AC9E4LA02 · direct selected opportunity Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope. ### AC9E4LA03 · direct selected opportunity Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. ### AC9E4LA04 · direct selected opportunity Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. ### AC9E4LA05 · conditional Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence. ### AC9E4LA06 · direct selected opportunity Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record. ### AC9E4LA07 · direct selected opportunity Days43/48 and B compare exact direct quotations with faithful reported meaning; attribution/uncertainty retained, no compulsory tense-shift rule. ### AC9E4LA08 · conditional An actual selected sentence can examine an adverb/prepositional phrase and its circumstance; no systematic phrase programme supplied. ### AC9E4LA09 · conditional Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated. ### AC9E4LA10 · partial still-image opportunity Days44/49 and C examine frame inclusion/exclusion, size/placement and plausible salience effect; moving-image composition remains separate. ### AC9E4LA11 · direct selected opportunity Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. ### AC9E4LA12 · selected added written opportunity Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition. ### AC9E4LE01 · year breadth remains open School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. ### AC9E4LE02 · conditional limited original-fiction response An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. ### AC9E4LE03 · year breadth remains open Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. ### AC9E4LE04 · year breadth remains open Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. ### AC9E4LE05 · conditional optional composition An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards. ### AC9E4LY01 · year breadth remains open All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times. ### AC9E4LY02 · direct selected actual opportunity Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience. ### AC9E4LY03 · direct selected opportunity Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. ### AC9E4LY04 · conditional actual independent reading Select suitable actual texts and retain independent reading/re-reading/self-correction evidence; rich shared sources and adult reading do not demonstrate fluency. ### AC9E4LY05 · direct selected opportunity Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. ### AC9E4LY06 · direct selected actual composition opportunity Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. ### AC9E4LY07 · conditional actual rehearsal/delivery A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. ### AC9E4LY08 · separate actual word-skill opportunity Joined handwriting fluency/automaticity requires explicit school teaching and actual independent handwritten evidence, not a scribed card. ### AC9E4LY09 · separate actual word-skill opportunity Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme. ### AC9E4LY10 · separate actual word-skill opportunity Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling. ### AC9E4LY11 · separate actual word-skill opportunity High-frequency words/homophones/context choices need explicit teaching and actual independent evidence; no all-word mastery claim. ## All72 illustrative elaborations · examples rather than requirements - acara-v9:learning_areas:AC9E4LA01_E1 · AC9E4LA01_E1 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA01_E2 · AC9E4LA01_E2 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA01_E3 · AC9E4LA01_E3 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA01_E4 · AC9E4LA01_E4 · conditional: exact full meaning retained above/native JSON. A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA02_E1 · AC9E4LA02_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA02_E2 · AC9E4LA02_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA03_E1 · AC9E4LA03_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA03_E2 · AC9E4LA03_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA03_E3 · AC9E4LA03_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA03_E4 · AC9E4LA03_E4 · direct selected opportunity: exact full meaning retained above/native JSON. Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA04_E1 · AC9E4LA04_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA04_E2 · AC9E4LA04_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA04_E3 · AC9E4LA04_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA05_E1 · AC9E4LA05_E1 · conditional: exact full meaning retained above/native JSON. Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA05_E2 · AC9E4LA05_E2 · conditional: exact full meaning retained above/native JSON. Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA06_E1 · AC9E4LA06_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA06_E2 · AC9E4LA06_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA07_E1 · AC9E4LA07_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Days43/48 and B compare exact direct quotations with faithful reported meaning; attribution/uncertainty retained, no compulsory tense-shift rule. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA08_E1 · AC9E4LA08_E1 · conditional: exact full meaning retained above/native JSON. An actual selected sentence can examine an adverb/prepositional phrase and its circumstance; no systematic phrase programme supplied. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA09_E1 · AC9E4LA09_E1 · conditional: exact full meaning retained above/native JSON. Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA09_E2 · AC9E4LA09_E2 · conditional: exact full meaning retained above/native JSON. Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA10_E1 · AC9E4LA10_E1 · partial still-image opportunity: exact full meaning retained above/native JSON. Days44/49 and C examine frame inclusion/exclusion, size/placement and plausible salience effect; moving-image composition remains separate. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA11_E1 · AC9E4LA11_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA11_E2 · AC9E4LA11_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA11_E3 · AC9E4LA11_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA12_E1 · AC9E4LA12_E1 · selected added written opportunity: exact full meaning retained above/native JSON. Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LA12_E2 · AC9E4LA12_E2 · selected added written opportunity: exact full meaning retained above/native JSON. Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE01_E1 · AC9E4LE01_E1 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE01_E2 · AC9E4LE01_E2 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE01_E3 · AC9E4LE01_E3 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE01_E4 · AC9E4LE01_E4 · year breadth remains open: exact full meaning retained above/native JSON. School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE02_E1 · AC9E4LE02_E1 · conditional limited original-fiction response: exact full meaning retained above/native JSON. An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE02_E2 · AC9E4LE02_E2 · conditional limited original-fiction response: exact full meaning retained above/native JSON. An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE02_E3 · AC9E4LE02_E3 · conditional limited original-fiction response: exact full meaning retained above/native JSON. An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE03_E1 · AC9E4LE03_E1 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE03_E2 · AC9E4LE03_E2 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE03_E3 · AC9E4LE03_E3 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE03_E4 · AC9E4LE03_E4 · year breadth remains open: exact full meaning retained above/native JSON. Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE04_E1 · AC9E4LE04_E1 · year breadth remains open: exact full meaning retained above/native JSON. Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE04_E2 · AC9E4LE04_E2 · year breadth remains open: exact full meaning retained above/native JSON. Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE04_E3 · AC9E4LE04_E3 · year breadth remains open: exact full meaning retained above/native JSON. Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE05_E1 · AC9E4LE05_E1 · conditional optional composition: exact full meaning retained above/native JSON. An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LE05_E2 · AC9E4LE05_E2 · conditional optional composition: exact full meaning retained above/native JSON. An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY01_E1 · AC9E4LY01_E1 · year breadth remains open: exact full meaning retained above/native JSON. All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY01_E2 · AC9E4LY01_E2 · year breadth remains open: exact full meaning retained above/native JSON. All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY02_E1 · AC9E4LY02_E1 · direct selected actual opportunity: exact full meaning retained above/native JSON. Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY02_E2 · AC9E4LY02_E2 · direct selected actual opportunity: exact full meaning retained above/native JSON. Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY03_E1 · AC9E4LY03_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY03_E2 · AC9E4LY03_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY03_E3 · AC9E4LY03_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY04_E1 · AC9E4LY04_E1 · conditional actual independent reading: exact full meaning retained above/native JSON. Select suitable actual texts and retain independent reading/re-reading/self-correction evidence; rich shared sources and adult reading do not demonstrate fluency. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E1 · AC9E4LY05_E1 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E2 · AC9E4LY05_E2 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E3 · AC9E4LY05_E3 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E4 · AC9E4LY05_E4 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E5 · AC9E4LY05_E5 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E6 · AC9E4LY05_E6 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY05_E7 · AC9E4LY05_E7 · direct selected opportunity: exact full meaning retained above/native JSON. Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY06_E1 · AC9E4LY06_E1 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY06_E2 · AC9E4LY06_E2 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY06_E3 · AC9E4LY06_E3 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY06_E4 · AC9E4LY06_E4 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY06_E5 · AC9E4LY06_E5 · direct selected actual composition opportunity: exact full meaning retained above/native JSON. Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY07_E1 · AC9E4LY07_E1 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY07_E2 · AC9E4LY07_E2 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY07_E3 · AC9E4LY07_E3 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY07_E4 · AC9E4LY07_E4 · conditional actual rehearsal/delivery: exact full meaning retained above/native JSON. A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY09_E1 · AC9E4LY09_E1 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY09_E2 · AC9E4LY09_E2 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY10_E1 · AC9E4LY10_E1 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY10_E2 · AC9E4LY10_E2 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. - acara-v9:learning_areas:AC9E4LY11_E1 · AC9E4LY11_E1 · separate actual word-skill opportunity: exact full meaning retained above/native JSON. High-frequency words/homophones/context choices need explicit teaching and actual independent evidence; no all-word mastery claim. The particular illustrative example is optional; no automatic cultural/author/historical/independent-reading/performance claim. ## Queensland use · whole primary indexed reading12October2026 [QCAA Year4 alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_yr4_as_cd_alignment.pdf), April2023, was read completely across4pages. [Standards elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_se_yr4.pdf), November2023, were read completely across6pages. [Years3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_tc_yr3-4.pdf), October2023, were read completely across2pages. Complete reading is indexed-text evidence, not native PDF visual/print evidence. The original summaries and precise publication/check history are in PRIMARY-READING.json. Question-specific original criteria support targeted feedback and next teaching. Year4’s official A–E folio judgement, with C at the expected achievement-standard level, remains a school judgement across actual taught opportunities; these32 components are not reporting bands. Extended responses/observed demonstrations may use written, spoken/signed or multimodal work and develop over lessons. Contextual suggested100–200words or1–2minutes are not a minimum on every short formative component. Keep actual independent reading, word skills, handwritten work, listening and delivered presentation evidence at their observed scope. Excluded footnoted glossary definitions were read to understand exceptions but are not copied, adapted or sublicensed. ## F01 · a real state fact, with a real boundary The [Queensland Government recycling guide](https://www.qld.gov.au/environment/waste-reduction-recycling/recycling/five-materials-you-can-recycle) lists wrapping paper without glitter among paper/cardboard items for the yellow-lid bin. It also directs readers to their council for other items. Author successfully read the whole132-line primary page12October2026; page lastupdated6May2025. This is state category guidance, not proof about a particular glued/coated/contaminated/mixed-material classroom display, a school’s bin arrangement, a local collection service or an actual disposal. Optional adult-reviewed reader extension: place that narrow provider statement beside this original pretend advertisement, “Every decorated display belongs in every yellow bin.” Invite an own careful reader sentence and a useful local question; keep provider fact and invented advertisement separately labelled. No physical disposal task. Fiction-only C19 remains complete if the provider cannot be reviewed. Child words start blank. Manual provider/title/link/section/date/place/narrowfact/unknown/rechecktrigger fields remain empty until an actual adult review. The Rockhampton recycling page from Root’s starter and the library membership page opened by this author both failed direct reading403. Search/index snippets or another reader’s historical receipt are not this author’s current direct verification. Both stay held candidates and are not needed for the fictional lessons or assessments. ## Complete grants and exceptions Original education ©NeuroForgeIO Pty Ltd2026, CC BY4.0: lessons, fiction, prompts, original criteria, home/projects, written narration, future visual briefs/alternatives and blank aids. Original code Apache2.0 with complete standard text and notice. The standard licence texts themselves retain their own notices; we do not claim to have authored them. Covered ACARA core retains its complete five-paragraph attribution and29September2026 acquisition history in SOURCE-NOTICE, exact native metadata and raw cells. Adapted covered QCAA2023 assessment guidance is ©StateofQueensland(QCAA)2023 CC BY4.0 subject to document/copyright exceptions; no excluded glossary definitions, logos, student sample/photo/audio/video or provider media imported. The narrow F01 factual paraphrase retains ©StateofQueensland2026 attribution and the [current qld.gov.au copyright notice](https://www.qld.gov.au/legal/copyright), personally read in full12October2026. It excludes logos, trademarks, third-party material and separately licensed items. Source credit is not permission for a photograph, map, cultural expression or personal recording. There is no verified First Nations language translation, cultural-authority claim, universal learner label or fixed learning-style allocation. Community-led permission, language authority and review would be required for later relevant materials; generic original fiction does not supply that role. Australian national/Queensland selected context is explicit; other states, countries, cultural literature, independent word skills and wider curriculum breadth remain separately reviewed work. ## Current resource doors [Teacher plans](TEACHER.md) · [Whole source/own/staff bank](ASSESSMENT.md) · [All32different next offers](RESOURCE-INVENTORY.md) · [Exact native national meanings](authority/YEAR4-ENGLISH-NATIONAL.json) · [Raw selected cells](authority/YEAR4-ENGLISH-RAW-CELLS.json). This block does not complete the annual curriculum.