# A-later · Describe a pretend badge display ## Whole neutral source Complete different original record. A display drawing contains a wide pentagonal badge with a dotted border and one small oval centre window, and a narrow pentagonal badge with a plain border and no window. Neither has an owner name. Guide paragraph 1: One badge carries a centre window. Two badges carry pentagonal outlines. Guide paragraph 2: Find the dotted border, then check the oval window to identify the wide badge. Yesterday, the drawing had both badges. Tomorrow, the maker plans to write a title, with no title result 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-later-1 · Own invitation Write, tell or show a finding clue for the wide badge. ### Original criterion Uses a recorded distinguishing feature for the specified badge without inventing an owner or result. ### Possible staff reasoning The wide pentagonal badge with the dotted border and oval window is a supported clue; fewer relevant words can also work. ### Complete different next teaching source Original next toy-store sketch: One drawn ticket is tall with a zigzag edge and two square marks. A second is short with a straight edge and one square mark. No prices are given. ### Next invitation Help a reader find the tall ticket. ### Three teaching moves 1. Locate the named target in the whole written record. 2. Compare a shape-only clue with a clue containing one separating recorded detail. 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 tall zigzag-edge ticket with two square marks identifies it without a price claim. ### Notice A supplied target feature is used in a practical clue. Original different teaching source; not performed teaching or learner evidence ## A-later-2 · Own invitation Explain the subject–verb match in One badge carries and Two badges carry. ### Original criterion Connects each supplied singular/plural subject with its supplied verb form. ### Possible staff reasoning One badge uses carries; Two badges uses carry. The rest of each clause supplies its meaning. ### Complete different next teaching source Original next card: One lantern lights the drawn path. Two lanterns light the drawn paths. These are sentence examples, not real light measurements. ### Next invitation Choose one sentence and show what agrees. ### Three teaching moves 1. Find the whole subject and mark or indicate its number. 2. Model both clauses with their complete meanings before asking for a new choice. 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 lantern is paired with lights; Two lanterns with light. ### Notice The selected subject/verb relationship is explained. Original different teaching source; not performed teaching or learner evidence ## A-later-3 · Own invitation Name the tomorrow plan and one useful question the record leaves open. ### Original criterion Keeps a planned title separate from a completed title and chooses an unreported question. ### Possible staff reasoning A title is planned for tomorrow. Its words, or whether it will be written, are still unreported. ### Complete different next teaching source Original next programme: A fictional Thursday note lists a Friday paper-banner plan. It names the plan Banner for the game, but gives no finished banner text or Friday outcome. ### Next invitation Tell a reader what they can rely on and what to check next. ### Three teaching moves 1. Distinguish the supplied plan name from a finished banner quotation. 2. Reread the exact no-outcome sentence and make one open question together. 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 plan is named; the finished words and completion still need another record. ### Notice A supported fact and a genuinely open question remain separate. Original different teaching source; not performed teaching or learner evidence ## A-later-4 · Own invitation Choose headings for the two guide paragraphs and say why they help. ### Original criterion Groups actual related information for a named reader question. ### Possible staff reasoning Badge facts and Find the wide badge fit the supplied groups; other relevant headings are valid. ### Complete different next teaching source Original next paper map guide. Paragraph 1: The imaginary map has a square gate mark and a round pond mark. Paragraph 2: To find the pond mark, look for the round outline. No real place is represented. ### Next invitation Give one group a heading for a reader who wants to find the pond. ### Three teaching moves 1. Read both full groups and compare a parts question with a finding question. 2. Try the chosen heading above the relevant group, keeping all source facts accessible. 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 Find the pond mark fits paragraph 2 because it gives the finding action. ### Notice A heading points to a matching complete group. Original different teaching source; not performed teaching or learner evidence