Explain a text/image relationship for a stated paper job.
Teacher preparation
Use the full source in the learner’s usual communication route. Choose a small useful product; models are teaching help, not independent evidence. Note actual help, model exposure and source version. This is a sequence day, not a dated class calendar.
Complete source C03
Fictional model guide, paragraph1: The paper creature has two folded feet. A drawn arrow points from each foot to the marked standing place. Paragraph2: Put the drawn feet on the marked places in this paper plan. The writer wants a reader to match the creature to its picture; no balancing trial is reported.
The guide does not prove the creature will balance or that arrows improve every reader response.
Complete source C04
Original pretend repair card: A pouch sketch has a label ZIP PULL beside a loose drawn tab. The written plan says: Find the loose tab in the sketch. Put a question mark beside it. No real pouch repair or cause of damage is described.
A paper marking plan does not demonstrate a safe physical repair or a reason for damage.
Six complete teaching moves
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Offer the full paper-creature guide and its complete text alternative; the job is explaining the arrow, with no building requirement.
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Model separating a label arrow from a placement arrow. In C03, the arrow joins a foot with a planned place; that is the relationship the guide supplies.
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Ask what the second paragraph asks a reader to do and what the guide does not report. Explicitly preserve no balancing trial.
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Let the child explain, draw and label or rearrange a paper explanation. Supply the source while composing, rather than demanding memory.
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Ask Which line or feature helped you? A response may explain the relationship using everyday words. Name adult reading as comprehension access.
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Save the explanation and one open question; return later only if the child wants to refine the guide.
Three meaningful routes
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Explain one C03 placement arrow for a new reader.
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Use C04 to make a tiny two-sentence guide to marking the drawing.
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Use two blank paper places, indicate a planned connection in your usual route and tell or show an adult what it means.
At a genuinely taught word point
If re + mark and mark + ing are familiar, discuss their meanings and read at the child’s actual taught point. Spoken syllables and word parts need not match.
Observe a useful contribution
The explanation connects a supplied guide feature with its job and keeps an unreported practical result open.
Next teaching
Compare a new label arrow with a placement arrow and discuss the different relationship before composing again.
Curriculum opportunity
AC9E3LA03, AC9E3LA09, AC9E3LY05, AC9E3LY06
These are partial or conditional opportunities. Adult-read sources do not establish independent reading, handwriting or spelling. Use the full curriculum account and actual school folio.