Group related information so a reader can find facts and suggested actions.
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 C07
Complete original information guide. Paragraph1: The pretend puzzle kit has three card shapes: round, square and triangular. Each card has one large mark. Paragraph2: To choose the drawn round card, first find its curved edge. Then check its large mark. This is a drawing-selection guide, not a report of somebody completing the puzzle.
Moving a heading does not add a new kit fact or prove a reader followed the guide.
Complete source C08
Original mixed note: The imaginary music kit has a drum card and a bell card. Find the bell picture. Each card has a name under it. Read the name beside the bell picture. No sound or live performance occurs.
More than one grouping can work if the child explains the purpose; listening to this note is not independent print reading.
Six complete teaching moves
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Read the entire two-paragraph puzzle guide. Ask what a visitor would look for in each part; offer an adult reading and a full paper alternative.
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Model a short heading for the kit facts and another for choosing the round card. Compare the actual sentence groups, not paragraph length.
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Show C08 as a different mixed note. Sort its complete facts and suggested jobs into two proposed groups with a reason.
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Let children keep or create one paragraph, heading or spoken grouping. A small contribution can do the whole chosen meaning job.
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Ask Why do these bits belong together? Observe relatedness and purpose, while leaving unattempted print skills unscored.
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Keep the chosen group for the future guide. Optional feedback can ask whether its heading helps a reader know the job.
Three meaningful routes
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Choose one useful heading for each C07 paragraph and explain one.
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Regroup C08’s music-kit note into facts and the bell-picture job.
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An adult reads each sentence separately; indicate groups with marks/sign/AAC/placement, and dictate a heading if wanted.
At a genuinely taught word point
At an actual taught point, revisit play + er and label + s using the school’s known correspondences; explain meanings before any independent print probe.
Observe a useful contribution
Related ideas are grouped for a stated reader purpose, with a heading or explanation that fits.
Next teaching
If groups mix unrelated jobs, return to the whole source and ask what the reader needs from each chosen group.
Curriculum opportunity
AC9E3LA04, AC9E3LA05, 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.