Find the tag in the pretend camping drawing · Staff account
A-first · Find the tag in the pretend camping drawing
Whole neutral source
Complete original fictional record. A camping-kit drawing contains a long rectangular tag with one large triangular mark and a short rectangular tag with two circular marks. The long tag has no name label. Paragraph 1 of its guide says: The kit drawing has two tags. One tag shows a triangle. Two circles mark the short tag. Paragraph 2 says: To find the long tag, look for its long edge and single triangular mark. Yesterday, the drawing showed both tags; tomorrow, its maker plans to add a label. No tomorrow result or real camping trip is supplied.
Staff administration
Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.
These local criteria are not official QCAA A–E bands. Keep first wording and actual source/date/help/model exposure. A later source follows recorded teaching; no gains or independence inferred.
A-first-1 · Own invitation
Make a useful finding clue for the long tag.
Original criterion
Uses a supplied distinguishing detail or precise group of words for the named finding job.
Possible staff reasoning
The long rectangular tag with one triangular mark identifies the supplied choice; equivalent wording is valid.
Complete different next teaching source
Original next drawing note: A pretend lunch-kit card has a broad oval mark with two short lines. Another card has a narrow oval mark with one short line. Neither has a name.
Next invitation
Make a clue for the broad oval card.
Three teaching moves
1. Read both whole descriptions and underline or indicate a different feature.
2. Compare oval card with broad oval card with two short lines; ask which chosen words help this job.
3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.
Possible next reasoning
The broad oval card with two short lines separates it from the narrow one.
Notice
A selected recorded feature distinguishes the requested card.
Original different teaching source; not performed teaching or learner evidence
A-first-2 · Own invitation
Compare One tag shows a triangle and Two circles mark the short tag. Explain one subject–verb choice.
Original criterion
Identifies a supplied subject and its agreeing verb; explanation may use everyday language.
Possible staff reasoning
One tag goes with shows; Two circles goes with mark. This is agreement in these clauses, not all English patterns.
Complete different next teaching source
Original next grammar card: One flag names the box. Two flags name the boxes. Yesterday, one flag named the box. These are three separate imagined descriptions.
Next invitation
Choose one present-time clause and explain its subject and verb.
Three teaching moves
1. Indicate the complete subject before comparing the verb spellings.
2. Say or sign each full meaning; change one flag to two flags and model only the corresponding verb change.
3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.
Possible next reasoning
One flag is the subject of names; two flags is the subject of name.
Notice
A subject and verb are matched within a full supplied clause.
Original different teaching source; not performed teaching or learner evidence
A-first-3 · Own invitation
What does the record say about tomorrow? What could you still ask about the long tag?
Original criterion
Preserves the supplied future plan and asks a relevant genuinely unreported question.
Possible staff reasoning
The maker plans to add a label; the record does not say the label was added. The owner or planned label words remain open.
Complete different next teaching source
Original next notice: On Tuesday, an invented display note says a name card is planned for Wednesday. It gives no Wednesday outcome and no name for the card.
Next invitation
Say what is planned and name one useful question still to check.
Three teaching moves
1. Separate the Tuesday statement from a Wednesday completed event.
2. Compare planned with finished using two explicitly labelled invented alternatives, then return to the actual notice.
3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.
Possible next reasoning
A Wednesday name card is planned. What will it say remains unreported.
Notice
A plan is stated without inventing its result.
Original different teaching source; not performed teaching or learner evidence
A-first-4 · Own invitation
Give the two guide paragraphs headings and explain one grouping.
Original criterion
Relates a paragraph heading or grouping to the actual information/job in that paragraph.
Possible staff reasoning
Kit details fits paragraph 1; Find the long tag fits paragraph 2. Their jobs differ even if other headings are chosen.
Complete different next teaching source
Original next two-paragraph paper guide. Paragraph 1: The pretend kite drawing has one body and two tail strips. Each strip has a dot. Paragraph 2: To find the tail, look below the body and follow the dotted strips. No flying result is supplied.
Next invitation
Make a useful heading for each paragraph.
Three teaching moves
1. Read all sentences and name the reader question each group answers.
2. Try a heading on each whole group; discuss relevance rather than paragraph length.
3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.
Possible next reasoning
Parts of the drawing groups the first facts; Find the tail groups the second finding job.
Notice
A proposed heading matches its selected complete group.
Original different teaching source; not performed teaching or learner evidence