Tell someone what the guide is doing

Day 32 · Tell someone what the guide is doing

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

1. Offer the full paper-creature guide and its complete text alternative; the job is explaining the arrow, with no building requirement.

2. 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.

3. Ask what the second paragraph asks a reader to do and what the guide does not report. Explicitly preserve no balancing trial.

4. Let the child explain, draw and label or rearrange a paper explanation. Supply the source while composing, rather than demanding memory.

5. Ask Which line or feature helped you? A response may explain the relationship using everyday words. Name adult reading as comprehension access.

6. Save the explanation and one open question; return later only if the child wants to refine the guide.

Three meaningful routes

1. Explain one C03 placement arrow for a new reader.

2. Use C04 to make a tiny two-sentence guide to marking the drawing.

3. 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.