# Day 36 · Find the page that does the job

Use contents, heading and the actual destination together.

## 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 C11

Complete original three-page guide. Contents: Kit parts—page1; Choose a card—page2; Put it away—page3. Page1 says: The invented kit has one star card and one moon card. Page2 says: Choose the moon card if you want the moon picture; otherwise choose the star card. Page3 says: In this paper plan, place the chosen card in the drawn storage rectangle. No real storage trial occurs.

A heading is a pointer, not evidence that anyone visited or used the page.

## Complete source C12

Complete original two-page collection booklet. Contents: Label shapes—page1; Questions—page2. Page1: The toy collection sketch uses circle labels for two invented shells and square labels for two invented leaves. Page2: Who made the labels? What did the writer use to choose the shapes? No answers to those questions are supplied.

The booklet neither identifies real shells/leaves nor supplies an owner or scientific classification.

## Six complete teaching moves

1. Give all three complete C11 pages and contents, as text or an adult-read/paper version. The first job is choosing a card.

2. Model locating Choose a card in contents, following its page2 pointer and checking the actual destination text. A heading alone is not the complete answer.

3. Ask a new kit-parts question and verify it against page1. Let a child refer to the full guide rather than remembering page numbers.

4. Offer a pointer, short explanation or complete different C12 question-finding job. Keep any future digital navigation backed by the same full static source.

5. Record the pointer and meaning the child actually indicates; adult click/page handling and the learner’s selection are distinct.

6. Keep a useful finding sentence, such as Open Questions on page2. No website account or real catalogue search is necessary.

## Three meaningful routes

1. Follow C11’s contents to a card-choice page and explain the destination.

2. Use C12 to help a reader find an unanswered question to ask.

3. An adult holds or reads full pages; choose a heading through usual communication and show which page goes with it.

## At a genuinely taught word point

If page + s and question + s are actually familiar, rehearse their written/plural meanings at the school’s taught point. Rich guide text remains adult-readable rather than automatically decodable.

## Observe a useful contribution

The selected navigation words lead to a full page whose content fits the chosen question.

## Next teaching

If the pointer is correct but meaning is unclear, read its destination and compare the job with the full contents entry.

## Curriculum opportunity

AC9E3LA05, AC9E3LY03, AC9E3LY05

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.