Whole neutral source
Complete different original story. Ivo drew a little lighthouse and wanted visitors in his story to notice its window. He placed the drawing on an imagined shelf. At dusk, a paper curtain covered the window. Rustle, rustle whispered through the tale. Ivo pictured a tiny keeper looking for a lamp. His neighbour Tess offered a painted star for the top of the drawing. No star was added before the story ended. Tiny verse: Little tower, folded high. / Rustle, rustle, ask the sky. No real lighthouse operation, keeper or weather is described.
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.
B-later-1 · Own invitation
Explain Ivo’s purpose and one relevant story action or detail.
Original criterion
Relates the named character purpose to actual supplied wording/event.
Possible staff reasoning
He wants visitors in the story to notice the window; the curtain covering it creates a relevant story situation. The star is only offered.
Complete different next teaching source
Original next story: Mina drew a pretend shop doorway. She wanted her tale’s visitor to find the name, so she wrote SHOP above the door. A friend suggested a striped frame; no frame change is reported.
Next invitation
Explain Mina’s purpose with a supporting detail.
Three teaching moves
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Find the wanted job and completed story action separately.
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Discuss which sentence actually supports the purpose and which supplies a possible next change.
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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
Writing SHOP above the door supports finding the name; the stripe remains a suggestion.
Notice
A purpose explanation uses a supported detail.
Original different teaching source; not performed teaching or learner evidence
B-later-2 · Own invitation
Explain one mood clue and how it affects your reading.
Original criterion
Uses a supplied setting/event/language clue for a reasonable personal mood response.
Possible staff reasoning
Dusk, a covered window and rustle, rustle may feel mysterious. A learner may explain a different response with source detail.
Complete different next teaching source
Original next story: A paper garden in a tale has bright yellow lanterns. Lea hears pop, pop from an imagined celebration and opens a drawn gate. No real lights, sound or guest response occur.
Next invitation
Choose a mood clue and explain your response.
Three teaching moves
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Point to one exact clue in the full source.
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Compare a clearly invented quiet-garden version with the original without changing what the original says.
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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
Bright yellow and celebration may suggest cheerfulness; the response still belongs to this reader.
Notice
An interpreted effect is linked to a supplied clue.
Original different teaching source; not performed teaching or learner evidence
B-later-3 · Own invitation
Create a new ending that follows this opening. Explain one deliberate choice.
Original criterion
Creates an imaginative continuation related to the supplied situation and identifies a composing choice.
Possible staff reasoning
A writer might let Ivo move the imaginary curtain or choose Tess’s offered star; either is a labelled new ending, with a reason.
Complete different next teaching source
Original next story opening: A pretend puppet named Rue waits beside a paper bridge with no crossing event supplied. In the tale, a small lantern is drawn on the near bank. The story ends at the wait.
Next invitation
Invent a new connected ending and explain a setting or language choice.
Three teaching moves
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Read the entire opening and keep the ending boundary clear.
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Offer two explicitly labelled invented directions and let the learner choose a different or similar direction with a reason.
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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 new bridge-crossing or a decision to stay can be composed; neither is supplied as an event.
Notice
A connected new continuation and deliberate choice are shown.
Original different teaching source; not performed teaching or learner evidence
B-later-4 · Own invitation
Keep or change rustle, rustle in the verse. Explain your choice.
Original criterion
Connects a literary sound/rhythm choice to an intended reader effect.
Possible staff reasoning
Rustle, rustle suggests a soft repeated sound; another choice can change the effect without a required voice.
Complete different next teaching source
Complete original next verse: Painted drum, a dotted door. / Boom, boom, tell the tale once more. No physical drum is struck.
Next invitation
Choose a repeated sound for a new paper-story verse and say why.
Three teaching moves
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Indicate the repeated written sound and compare its intended quality.
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Compose a small new line or sound in the usual route, with adult exact scribing where wanted.
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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
Boom, boom may suggest a stronger drum-like effect; a soft tap is a deliberately different choice.
Notice
A deliberate sound choice has an explained intended effect.
Original different teaching source; not performed teaching or learner evidence