# C-first · A booklet that helps you choose ## Whole neutral source Complete original three-page booklet. Contents: Drawing pieces—page 1; Choose a sail—page 2; Questions—page 3. Page 1: The pretend boat kit has one striped sail card and one plain sail card. Page 2: For a striped boat drawing, choose the striped sail card. For a plain boat drawing, choose the plain sail card. Page 3: Who drew the first boat? What name will its maker choose? No answers are supplied. Two complete guides to the same striped-sail job: New-reader guide: “There are two sail cards. One has stripes. Pick that striped card for a striped boat drawing.” Familiar-reader guide: “For a striped boat, choose the striped sail.” This is a fictional booklet, not a real kit trial or reader-success record. ## 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. ## C-first-1 · Own invitation Help a reader find the sail-choice page and explain its destination. ### Original criterion Uses the actual contents/heading/page pointer and its full matching content for the chosen job. ### Possible staff reasoning Choose a sail points to page 2, which gives the striped/plain card choices. ### Complete different next teaching source Complete original next two-page guide. Contents: Box parts—page 1; Choose a handle—page 2. Page 1: The pretend box sketch has a lid and a body. Page 2: Choose the square handle card for a square mark, or the round handle card for a round mark. ### Next invitation Give a pointer for choosing a handle and check the destination. ### Three teaching moves 1. Read the complete contents and both destinations. 2. Follow the selected pointer on paper or through adult page handling, then match its text to the question. 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 Choose a handle on page 2 leads to the full two-choice instruction. ### Notice A pointer and destination are linked for the chosen job. Original different teaching source; not performed teaching or learner evidence ## C-first-2 · Own invitation Give page 1 and page 2 short useful headings or explain their different jobs. ### Original criterion Relates layout/grouping to the supplied fact and choice purposes. ### Possible staff reasoning Drawing pieces groups kit facts; Choose a sail groups a selection job. Different headings can fit these purposes. ### Complete different next teaching source Original next grouped note. Paragraph 1: A fictional robot picture has one head and two feet. Paragraph 2: To find a foot, look below the head for a square outline. No robot movement is reported. ### Next invitation Explain why the two groups can have different headings. ### Three teaching moves 1. Read every supplied sentence and identify the reader question it serves. 2. Suggest one heading per full group and discuss meaning rather than number of words. 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 first tells parts; the second tells how to find a part. ### Notice A proposed grouping or heading fits its reader purpose. Original different teaching source; not performed teaching or learner evidence ## C-first-3 · Own invitation Compare the two full guides for a reader new to this kit. Which words would you keep or explain? ### Original criterion Uses a supplied language/assumed-knowledge difference for the named reader and same purpose. ### Possible staff reasoning The new-reader version explains two cards and stripes; the familiar version assumes those terms. Neither is proven successful. ### Complete different next teaching source Two complete original next guides for a pretend hat drawing. New reader: “Two trim cards are drawn. One has dots. Choose the dotted trim if your hat drawing needs dots.” Familiar reader: “For dots, choose the dotted trim.” No reader has tried them. ### Next invitation Make a third guide for a reader wanting a short spoken explanation. ### Three teaching moves 1. Read both whole versions and locate the information one leaves assumed. 2. Compose a third version for the stated reader; preserve the choice and discuss the deliberate explanation. 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 third guide can explain trim before the choice while keeping the same dot job. ### Notice A wording choice responds to the stated audience/job. Original different teaching source; not performed teaching or learner evidence ## C-first-4 · Own invitation Give a useful pointer for an unanswered question and state its limit. ### Original criterion Names the actual question destination without inventing an answer or successful reader visit. ### Possible staff reasoning Questions on page 3 contains the two unreported questions; the booklet does not answer them. ### Complete different next teaching source Complete original next collection note. Contents: Marks—page 1; Ask the maker—page 2. Page 1: A pretend fossil-card drawing has a spiral mark. Page 2: Who chose the spiral? Why was it chosen? No maker answers are included and no real fossil is represented. ### Next invitation Point a reader to a question they could ask and keep its answer open. ### Three teaching moves 1. Follow the heading to its entire text. 2. Separate a printed question from a supplied answer and compose an honest finding sentence. 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 Ask the maker on page 2 contains unanswered questions; the spiral mark does not supply their answers. ### Notice A question pointer stays within the booklet’s information. Original different teaching source; not performed teaching or learner evidence