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Staff meaning — Glider clue cabinetYear 1 HASS · T1 W7–8 · Staff · Staff / D later

Complete supplied source

Original fiction. One family account says Ivo made a paper glider for pretend play in 2007. A cabinet caption says “All families made this glider.” A record written 2025 reports that the source name was added to the cabinet in 2024. A maker actually wrote “Where was the paper bought?” in 2025; no answer is supplied. The maker plans a source folder but has not made it. A visitor looked at the cabinet; no reply or comprehension result was recorded. No real flying, purchase or family interview is required.

1. Repair the all-families claim, preserving a source-supported conclusion.

Own heading: Repair the all-families claim, preserving a source-supported conclusion.

Look for: One supplied Ivo family account made a paper glider in 2007; cannot support all families/same glider. A supported narrowed conclusion keeps named source and date. Next teaching: Use complete N23 · One paper-hat account. Read account and caption as two different claims. Invite a narrow replacement that retains source/name/date. It can be spoken, signed, marked or child-directed writing. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

2. Which date describes source-name addition and which the written record? What is the actual status of the paper-buying question?

Own heading: Which date describes source-name addition and which the written record? What is the actual status of the paper-buying question?

Look for: Source name added 2024; record written 2025; buying question actually written 2025, answer not supplied. Written question is not an unsent proposal merely because unanswered. Next teaching: Use complete N24 · A dance cue and a written printer question. Read each action sentence and keep its date job. The adult may read the numerals; the learner’s useful distinction matters, not date memorisation or dancing. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

3. Give a useful source-preserving proposal and explain what has or has not actually happened.

Own heading: Give a useful source-preserving proposal and explain what has or has not actually happened.

Look for: Source folder explicitly unmade; propose keeping source/caption together or a modest appropriate next source step. Visitor lookup occurred in fiction but no reply/result; no proven benefit. Next teaching: Use complete N25 · The library label and a future pocket. Read written/placed/planned/looked as separate acts. Let the child suggest one modest source-connected proposal, then say whether it is already made or tried. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

4. Tell a short account using the source, including a known action and an honest unknown.

Own heading: Tell a short account using the source, including a known action and an honest unknown.

Look for: Source-based Ivo 2007 account, source name addition/reported date or written question, and unknown answer/visitor understanding. One coherent meaningful connection; no fabricated actual interview/product/progress. Next teaching: Use complete N26 · A recipe collection with an unanswered ingredient question. Use a spoken collection tour or broad source/action/open-question spaces. Read dates on request. Let the learner make a coherent connection rather than require every sentence or a fixed length. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

Selection

Eligibility: Full matching-later gate above plus this family's actually taught component, preserved first and unexposed later source.

Complete actual eligibility/first/later/support conditions. Preserve exact child evidence before feedback; use unrelated component teaching, not this key rehearsal. Source-supported alternatives need not use model wording. No score-to-A–E conversion.

Source · Empty own page · Capture.

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