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Make a guide for a paper-shop picture · Staff accountYear 3 English · T1 W7–8 · Staff · Staff / Assessment / D later

D-later · Make a guide for a paper-shop picture

Whole neutral source

Complete different original record: A pretend shopfront drawing has a broad rectangular doorway, two narrow side windows and a triangular sign above the door. The sign has no word. No shop visit occurs. First guide paragraph: “Two windows frames the door. A triangular sign sits above it.” Second paragraph: “Find the triangle above the broad doorway.” A writer changes the first sentence to “Two windows frame the door.” Writer note: “I chose a verb that agrees with two windows.” No reader response is supplied. The chosen reader wants to find the unworded sign in this drawing.

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.

D-later-1 · Own invitation

Create a useful small guide part for finding the sign.

Original criterion

Composes source-supported detail for the named finding purpose.

Possible staff reasoning

The triangular sign above the broad doorway identifies the supplied target; no sign word or shop service is inferred.

Complete different next teaching source

Complete original next record: A pretend concert poster sketch has a round centre badge and two long corner ribbons. The badge has no performer name. The reader wants to find the round badge, with no real concert supplied.

Next invitation

Compose a useful clue for the centre badge.

Three teaching moves

1. Read the full target and record together.

2. Compare a vague clue with one exact supplied position/shape detail, then invite an own small guide part.

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 round badge in the centre identifies it without inventing a performer.

Notice

A composed clue fits the actual supplied target.

Original different teaching source; not performed teaching or learner evidence

D-later-2 · Own invitation

Choose an edit or keep decision from the guide and explain it.

Original criterion

Uses a supported source/grammar reason for a deliberate edit or keep.

Possible staff reasoning

Frames to frame matches Two windows; keeping triangular sign above the door matches the source.

Complete different next teaching source

Original next record: A pretend helmet drawing has two square side marks. Draft: “Two marks names the sides.” No safety test or actual helmet is represented.

Next invitation

Choose a wording repair and explain what agrees.

Three teaching moves

1. Locate Two marks as the full subject.

2. Model One mark names the side as a separate sentence, then compare the new plural clause and invite a chosen repair.

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

Two marks name the sides matches the plural subject within this supplied clause.

Notice

An agreement edit is explained using the supplied clause.

Original different teaching source; not performed teaching or learner evidence

D-later-3 · Own invitation

Explain the supplied revision and one question still to ask about reader use.

Original criterion

Identifies the actual change/reason while keeping unreported reader understanding open.

Possible staff reasoning

Frames changed to frame for Two windows. A later reader would need to respond before successful use is recorded.

Complete different next teaching source

Original next full revision pair: First guide: “Use that page.” Revised guide: “Open Picture parts on page 1.” Destination page 1 says: The pretend model has a square body and round wheel marks. No reader has tried the guide.

Next invitation

Explain the change and what a future response could check.

Three teaching moves

1. Read both versions and the complete destination.

2. Ask what the new pointer supplies and plan one relevant reader-understanding question without claiming its answer.

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 revision gives a heading and page with a full matching destination; whether a particular reader finds it remains unreported.

Notice

A text change and a still-open practical outcome are distinguished.

Original different teaching source; not performed teaching or learner evidence

D-later-4 · Own invitation

Plan a small private explanation or question exchange about your guide.

Original criterion

Plans a clear source-linked message/question; delivered voice and interaction need their own actual evidence.

Possible staff reasoning

A plan might name the sign’s shape and position, then invite the reader to ask which sign is meant. No real conversation is supplied.

Complete different next teaching source

Complete original next source: A pretend bakery picture has a square shelf label below a row of three oval bread drawings. The label is blank. No food or real shop service is involved. A reader wants a clue to the label.

Next invitation

Plan a small explanation or useful question for the label-finding job.

Three teaching moves

1. Agree on the chosen message purpose and prepare a private usual-mode version.

2. If the learner wants an actual willing-reader exchange, note exact words/help and separate the observed exchange from its earlier plan.

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 message can name the square label below the drawings; a question can check which label the reader means.

Notice

A planned relevant message/question is shown; delivery is evidenced only if it actually occurs.

Original different teaching source; not performed teaching or learner evidence