The hat label · full staff component guide
Complete original fiction; no real participant, measurement, approval, local service or learner result
Whole source
Complete invented shop record: The paper-hat shelf had one label, BLUE HATS, beside its blue-hat drawing. Fictional visitor Mina found that label after helper Otis pointed to the shelf. No other visitor or shelf was checked. A pretend poster says: Any visitor can find any hat here without help. The record gives no result for a visitor working without a pointer.
Eligibility and actual help
After teaching source detail, reporting/opinion and bounded claim work (Days41–42/44 or actual equivalents); use only components with taught relationships.
Keep actual source exposure, prompt, mode/help, exact own words, interval and intervening teaching. Models are teaching examples, not pupil results or official bands. Select taught eligible components; keep own first words before criteria/models.
A-first-1
Exact prompt: Which particular event does the record supply? Include the help that was given.
Original criterion: Names Mina finding the blue-hat label after Otis pointed; keeps the helper and one event.
Worked response: Mina found the blue-hat label after Otis pointed to the shelf.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Invented kitchen catalogue note: One drawn mug is labelled ROUND HANDLE. Character Bea identified that label when Pat read it aloud. No other handle was shown and no independent reading result is given.
Child invitation: Tell a tiny report that keeps who did what and the actual help.
Worked reasoning: Bea identified one handle label after Pat read it aloud; a catalogue drawing is not a real kitchen test.
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Read the whole note, then offer an own report before modelling.
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Place/direct who, act and help beside the relevant source clauses; model the supplied sequence without adding a second trial.
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Offer a different own report in usual communication; retain exact words and actual adult help.
Observable next contribution: The new contribution keeps Bea, one label and the read-aloud help together.
A-first-2
Exact prompt: Repair the poster promise using only this record.
Original criterion: Own repair limits its report to the supplied visitor/event/help instead of promising every visitor/hat or independence.
Worked response: The record shows Mina finding one label after a pointer; it does not show any visitor finding any hat without help.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Pretend sock catalogue: A writer saw one striped sock in a drawn drawer after its position was marked. The headline says No sock can ever go missing. Nothing was checked on another occasion.
Child invitation: Give the sock headline a smaller, useful job.
Worked reasoning: The source gives one marked-drawer event, not every sock or every future occasion.
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Retain an own repaired sentence; underline/direct the supplied one-event clause.
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Contrast one supplied event with the future word ever, using only the complete source.
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Model a narrow report, then invite a different own wording and one limit; do not demand the model sentence.
Observable next contribution: The own new sock wording reports the marked event without a future guarantee.
A-first-3
Exact prompt: What may the supplied help suggest, and what does the record leave unknown about working without help?
Original criterion: Plausible source-linked inference about the pointer helping this event, distinguished from an unknown independent result; no causal proof demanded.
Worked response: The pointer may have helped Mina find the label. The record does not tell us whether Mina would find it without help.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Fictional theatre note: A performer looked at a drawn cue card after a partner nodded towards it. No unprompted cue-card attempt is reported. The note does not explain what caused the look.
Child invitation: Make one possible explanation and keep one question open.
Worked reasoning: The nod may have helped direct the look; the source cannot prove the cause or an unprompted result.
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Read the complete note and collect an own possible/unknown pair.
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Demonstrate may versus did using the two exact source roles, not the same held event.
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Ask for a new theatre explanation with a named unknown; keep uncertainty rather than reward certainty.
Observable next contribution: An own possible explanation points to the nod, while the unprompted result stays open.
A-first-4
Exact prompt: Write or compose a useful two-sentence note for a reader: one supplied fact, then one open question.
Original criterion: Two own linked sentences carry one accurate event/help and a relevant unanswered question for a reader.
Worked response: Mina found the blue-hat label after Otis pointed. Would Mina find the label without a pointer?
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Invented paper recipe plan: A drawing labels a pretend bowl MIX HERE. A fictional reader located the label after it was enlarged. No cooking, second reader or small-print comparison occurred.
Child invitation: Make a two-sentence recipe-reader note without cooking anything.
Worked reasoning: The supplied event is one reader locating the enlarged label; a useful next question asks about another size or reader, without inventing its result.
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Agree a private reader purpose and keep the own first note.
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Model a report/question pair from the recipe note; link the second sentence to enlarged label rather than add a food claim.
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Invite a different own pair, through writing or faithful composition support; mark actual writing scope.
Observable next contribution: The supplied event and own open question are connected for the chosen reader.