# Day 21 · Say what the card shows

## Purpose

Locate a visible detail, use a precise word and keep an unsupported guess separate.

## Prepare

Source: R1. Read [the preparation notes](PREPARATION.html). Plain paper and a familiar communication system are enough. [Child choices](../learners/day-021.html) · [Optional home start](../home/day-021.html) · [Optional extras](../extras/day-021.html).

## Teach the 25-minute core

1. Start with “What could a visitor really learn from this card?” Show R1 or read its full alternative. A child may listen without taking a turn.

2. Read R1 aloud. Model tracing one drawn edge with your eyes, then saying “The drawing has a notch.” Say that this sentence describes the picture; it does not name a rock type.

3. Put “The card shows…” beside “I wonder…”. Model placing the claim about age in the second group. Demonstrate the short word routine in the word note; invite a meaning response before an independent reading attempt.

4. Children choose A, B or C. Ask for a detail and its source, then a separate question. Offer a scribe, AAC selection with an open “something else”, typed text, large paper or quiet oral response.

5. Rotate a brief conference with two or three pupils: “Show me the bit you used.” Record a pointed clue as comprehension evidence. Adult reading is not independent decoding. Everyone else continues the same task; leave unobserved reading unscored.

6. Return to the visitor question. Let children keep their work private. Save their own detail and question for Day23; no fixed number of observations is required.

## Taught-point word work

Revisit recheck and checking. Show re + check; the prefix changes the meaning to check again. Segment checking as check + ing; no final-e change is needed. Match actual sound–letter practice to taught patterns, then read the whole word and explain its meaning. Contrast the spoken syllables with word parts; they are different ways to examine a word.

## Three meaningful practice routes

### A · Specimen detective

Use R1. Write, say or select one detail that helps someone recognise the drawing. Add a question the card cannot answer.

### B · Lost-item helper

Invented record: a mitten drawing has a striped cuff and one loose thread. Its caption gives no owner. Make a useful detail sentence and an owner question; do not name a real child.

### C · Game-piece designer

Invented record: a square token has a crescent printed in the middle. There is no rule card. Describe the token and ask one question about its use.

## Two additional teaching examples

### C01 · Repair desk

Invented photo caption: a bag has a broken zip pull. “The caption shows a broken pull” is supported; “the whole bag is useless” needs more information.

### C02 · Garden drawing

Invented picture: two leaves have dark patches. That supports a description of drawn patches, not a diagnosis of a real plant.

## Component evidence and next teaching

Look for: Connects a descriptive detail to the supplied record and marks a limit or question.

Interpretation: Any accurate detail in the chosen record is valid. Age, owner or game use cannot be established from the record alone. Do not require the model wording.

Next teaching: If a guess is treated as visible fact, return to the exact line or drawn feature and ask what it does and does not show. If precise, ask which detail would help a new reader most.

National links: AC9E3LA10, AC9E3LY05, AC9E3LY06. These are partial opportunities; see [the exact map and limits](../authority/CURRICULUM.html).

Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. [Separate checks and criteria](ASSESSMENT.html).

Original text and vector artwork: © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY 4.0: credit, link and indicate changes. National curriculum and linked primary sources retain their separate rights. No authority endorsement is implied.