Find the page that does the job
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.