Different people, different useful details
Hear what these two pretend people want. Which detail could help each person? What would you keep or change?
Pick a way to have a go
- Games-store voices: Hear the pretend visitor and helper. Choose a detail that could help each different job.
- Tool-library voices: One pretend person wants collection; another wants returns. What would you keep or label clearly?
- Mobile-book voices: One pretend person asks for large words; another asks for a return mark. Make a useful choice for a stated wish.
Picture · Complete words or paper route · Make your own labels/key
Grown-up help
A small start. Key/purpose interpretation from Day 12 or a short O04 model. All speaker statements are supplied fiction; no need to tell a personal preference, diagnosis or family experience.
Keep contributions clear. S04 provided perspectives, S05 source-grounded proposal, S06 subject-specific communication. Actual reader feedback, personal identity, accessibility or approval is not inferred from fictional voices. Use the supplied complete ordinary source window, familiar support and adult local selection. Local fields send/save nothing and reset on reload; keep desired work through the usual private process. No actual reader, physical task or disclosure is compulsory.
Components may be offered across suitable sittings with usual communication/neutral reading and faithful scribing identified. Keep the child’s contribution distinct from an adult’s supplied answer. Response length is not quality; these are original formative components, not a complete folio or Year 2 reporting grade.
Modified from Years 1–2 HASS assessment techniques and conditions, October 2023, © State of Queensland (QCAA) 2023, CC BY 4.0. Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.