Whole neutral source
Complete different original booklet. Contents: Card parts—page 1; Choose a cape mark—page 2; Maker questions—page 3. Page 1: The pretend costume sketch has a cape card with a star and another cape card with a crescent. Page 2: Choose the crescent cape card for a crescent costume drawing. Otherwise choose the star cape card. Page 3: Who named this costume? When might the writer add a title? Those answers are not supplied. New-reader guide: “There are two cape cards. A curved crescent marks one. Pick it for a crescent costume drawing.” Familiar-reader guide: “For a crescent, choose the crescent cape.” Both whole guides share the same chosen job. No costume was made and no reader response is reported.
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-later-1 · Own invitation
Find the cape-choice page and explain the actual content that fits.
Original criterion
Combines a correct contents/heading/page pointer with matching destination meaning.
Possible staff reasoning
Choose a cape mark on page 2 supplies the crescent/star choice.
Complete different next teaching source
Complete original next mini-guide. Contents: Ticket shapes—page 1; Choose a seat mark—page 2. Page 1: Two pretend ticket cards show a square and an oval. Page 2: For an oval seat drawing, choose the oval card; otherwise choose the square card. No real ticket is sold.
Next invitation
Help someone find the seat-mark choice.
Three teaching moves
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Keep both complete pages visible in paper or adult-read form.
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Follow the chosen pointer and ask which exact destination sentence serves the job.
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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
Choose a seat mark on page 2 provides the relevant oval/square instruction.
Notice
A navigation clue points to relevant complete content.
Original different teaching source; not performed teaching or learner evidence
C-later-2 · Own invitation
Explain the separate jobs of Card parts and Choose a cape mark.
Original criterion
Relates the actual grouped information to fact-description and selection purposes.
Possible staff reasoning
One names the two pictured parts; the other gives a choice for the drawing job.
Complete different next teaching source
Original next two-paragraph guide. Paragraph 1: The pretend rocket sketch has a pointed nose and two square fins. Paragraph 2: To find a fin, look beside the body for a square. No flight is supplied.
Next invitation
Choose useful headings or explain the grouping.
Three teaching moves
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Read each entire group before naming its job.
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Compare two possible headings and keep the one whose meaning fits the chosen reader question.
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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
Parts of the rocket sketch and Find a fin reflect the two actual purposes.
Notice
Related information is grouped and explained by purpose.
Original different teaching source; not performed teaching or learner evidence
C-later-3 · Own invitation
Make or explain a guide choice for a reader new to the cape cards.
Original criterion
Uses an actual explanatory/assumed-knowledge difference while preserving the same choice.
Possible staff reasoning
Explaining the crescent shape can help the intended new reader; this is a design reason, not an observed result.
Complete different next teaching source
Two complete original next guides for a pretend garden-label kit. New reader: “Two name cards are drawn. One has a leaf outline. Choose the leaf-outline card for the plant drawing.” Familiar reader: “For the plant drawing, use the leaf card.” No real plant is identified.
Next invitation
Choose a wording to explain for a reader new to the kit.
Three teaching moves
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Compare full versions for exactly the same job.
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Indicate an assumed term and compose an explanation that keeps the source detail accurate.
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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
Leaf outline names the supplied mark more explicitly; extra wording is a deliberate audience choice.
Notice
A supplied difference informs an audience choice.
Original different teaching source; not performed teaching or learner evidence
C-later-4 · Own invitation
Find a question still to ask and explain why its answer is open.
Original criterion
Uses actual question text and preserves the absence of an answer/result.
Possible staff reasoning
The costume name or a future title date is unreported; Maker questions on page 3 is the relevant destination.
Complete different next teaching source
Complete original next booklet. Contents: Picture details—page 1; Writer questions—page 2. Page 1: A pretend cafe sign shows a cup outline. Page 2: Who chose the cup? What title will be written next? No answers or real cafe service are given.
Next invitation
Make an honest pointer to an open question.
Three teaching moves
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Read the complete destination rather than guessing from its heading.
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Model a useful question pointer and keep the answer explicitly unreported before an own attempt.
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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
Writer questions on page 2 contains the questions, with no maker or future title answer.
Notice
A source-supported pointer and its limit are preserved.
Original different teaching source; not performed teaching or learner evidence