provenance/accepted-proposal/02-LESSONS-AND-CONTEXTS

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Day41 · Ask a question that helps someone

Day: 41

Title: Ask a question that helps someone

Purpose: Plan a useful question for a chosen reader, then listen or use a supplied answer.

Codes: ["AC9E3LA01", "AC9E3LY01", "AC9E3LY02", "AC9E3LY06"]

Job: Help a new visitor choose a quiet reading spot.

Entry: Offer C01 and its supplied answer. A child who has not made a guide can still choose one reader and one question; nobody has to interview a stranger.

Kit: C01/C02, scrap card, pencil or dictated words; an optional willing familiar partner.

Child: Who is it for? Ask one useful question. Leave space for the answer.

Notice: Notice whether the question has a reader, a usable choice or focus, and a purpose. Record any prompting. Do not infer actual turn-taking from the finished card.

Full teaching sequence

Start with a need · 5–8 minutes

Read C01 together. Point to the visitor, who wants to read quietly but has not chosen a spot. Ask what the visitor needs to decide. Accept pointing, a spoken idea or a written question. Explain that asking a question can help a reader; it does not guarantee an answer.

Show a question doing a job · 8–12 minutes

Model ‘Would a seat near the window or a cushion away from the door suit you?’ Explain why each offered choice is in C01. Compare ‘Do you like things?’: it is so broad that the answer may not help choose a spot. Model taking turns and accepting ‘I’d rather not answer’. Use C02 to show that a practical question changes when the reader’s job changes.

Try together · 10–15 minutes

Pairs choose a reading visitor or a mending helper. Each names the reader and says what the answer will help decide. Rehearse one question. A partner may answer, ask for the question again or decline. If no partner is available, use the exact supplied answer in C01 or C02; mark it as supplied rather than claiming a real conversation.

Make a tiny question card · 12–20 minutes

Children create a card with reader, purpose, one question and a genuinely empty answer area. Let them revise after a willing partner says what they think is being asked. Read an answer back without adding an explanation the person did not give. Keep a written/dictated source note separate from the final message.

Finish · 5 minutes

Invite one child to explain how the question helps this reader. Keep the card and a brief observation of the actual interaction, if it occurred. A supplied-answer card can show planning; it cannot show that a child listened and took turns in a real exchange.

Three switchable routes

Make and test

Use two scrap cards as the two possible seats. Place the question beside them and try it with a willing person. Moving a card can replace handwriting; the child still chooses the reader and purpose.

Talk, point or dictate

An adult reads the two sources and writes the child’s exact chosen question. Offer a ‘pass’ card. Judge the question’s usefulness separately from speech, eye contact or the adult’s handwriting.

Read and write

Use the short displayed C01 question before the rich adult-read passage. Read only words that match taught knowledge. Write the question, then circle the words that name the choice; independent decoding is observed separately.

Day42 · Tell what the answer actually says

Day: 42

Title: Tell what the answer actually says

Purpose: Make a short report that keeps an answer’s meaning and separates it from a new suggestion.

Codes: ["AC9E3LY05", "AC9E3LA06", "AC9E3LA08", "AC9E3LY06"]

Job: Tell a helper what a pretend packing partner chose.

Entry: Use the supplied response in C03. The report can be entirely fictional; no home survey, counting or prior interview is required.

Kit: C03/C04, two colours or two labelled spaces, a card for the report.

Child: Read the answer. Tell it clearly. Put your new idea in a different sentence.

Notice: Look for an accurate choice and supplied reason, and a signalled new suggestion. Do not require the adult’s model wording or invent a factual property for the item.

Full teaching sequence

Find the answer · 5–8 minutes

Read C03. Ask which exact words tell us the pretend partner’s choice. Place those words under ‘answer’. Put the author’s spare suggestion under ‘new idea’. Do not treat a picture as proof that a person chose an unmentioned item.

Model a faithful report · 8–12 minutes

Say ‘Mara chose the cloth bag because the handles feel comfortable.’ Point to the supplied response for both choice and reason. Then model ‘I suggest adding a label’ as a different sentence. Compare the invented report ‘Mara chose it because it is waterproof’: the source did not say that. This is a reading check, not a test of whether cloth is waterproof.

Try another job · 10–15 minutes

Read C04 about a cardboard costume repair. Together make one report sentence about the supplied answer and one optional suggestion. Notice a clear subject and verb. Keep the source’s time: a choice made yesterday is a past choice; a plan for tomorrow is not an event that has already happened.

Make a useful handover · 12–20 minutes

Children choose one source. Write or dictate a two-sentence message: what the response says, then an optional clearly signalled suggestion. A reader checks whether each reported claim can be pointed to in that source. Children may shorten or rephrase without silently adding a reason.

Finish · 5 minutes

Ask the child to point to the source for one reported detail. Keep the report and the source identity. Treat real listening, handwriting and spelling as separate observations when the mode or help does not allow them to be seen.

Three switchable routes

Sort and build

Move supplied sentence strips into ‘answer’ and ‘my suggestion’, then arrange a message. Leave an optional suggestion empty if none is needed; classification is a tool for keeping meaning, not a required colour test.

Hear and dictate

An adult reads the answer twice. The child retells or points; the adult records exact words. Re-read the source after the retelling so the child can correct a missing detail.

Read and edit

Read the short answer independently only where taught knowledge allows. Draft two sentences and underline the subject and verb in one. A partner checks the meaning against the complete source.

Day43 · Choose how strong your words sound

Day: 43

Title: Choose how strong your words sound

Purpose: Explore questions, evaluation and modal force without changing a supplied rule or pretending every suggestion is a requirement.

Codes: ["AC9E3LA02", "AC9E3LA06", "AC9E3LA07", "AC9E3LY02"]

Job: Help a pretend play team decide how to word a suggestion.

Entry: Start with C05’s fictional puppet rehearsal. Children can work with supplied lines; no understanding of a real safety rule is presumed.

Kit: C05/C06, three word cards ‘might’, ‘could’, ‘must’, blank speech bubbles.

Child: Try the words aloud or silently. What changes? Choose words that fit the job.

Notice: Notice whether a child relates a specific word to force and the reader’s purpose. Accept justified differences; do not grade personality or one supposed ‘correct’ emotional reaction.

Full teaching sequence

Hear a change · 5–8 minutes

Read the puppet rehearsal in C05. Say ‘We might add a pause’ and ‘We must add a pause’. Ask how the demand feels different. A child can point to the stronger line without performing it.

Model careful force · 8–12 minutes

Explain that ‘must’ makes this suggestion sound like a requirement, although the source only offers a choice. Model ‘Could we try a pause?’ for an invitation. Contrast the supplied fictional instruction ‘Put the paper puppets in the box after rehearsal’: preserve that instruction’s meaning rather than claiming all strong words are wrong.

Try feeling and saying verbs · 10–15 minutes

Use C06’s garden drawing club. Compare ‘I think the tall flower would fit’ and ‘I like the tall flower’. Name thinking and feeling verbs and discuss their different jobs. Keep a subject with its agreeing verb: ‘The team likes’ / ‘The children like’.

Make two versions · 12–20 minutes

Children write, dictate or build two wordings of a suggestion, explain which sounds stronger, and choose one for the intended reader. They may keep a strong version for a justified purpose. Do not demand one politeness dialect or treat tone, accent, stimming or eye contact as a criterion.

Finish · 5 minutes

Ask what changed in the words and what stayed the same in the proposal. Record the child’s explanation, with help noted. The sheet alone does not establish actual conversational negotiation.

Three switchable routes

Act with objects

Give a paper puppet two speech bubbles. Switch ‘might’ and ‘must’ and move a small pause marker to show the proposal staying the same.

Listen, sign or point

An adult reads or signs both lines with the same neutral delivery first. The child selects a stronger phrase and offers a preferred wording through their usual communication.

Write and compare

Write both versions, box the changed modal word, then add one reason tied to the reader. Colour is optional; labels carry the distinction.

Day: 44

Title: Give related ideas a home

Purpose: Group related information into simple paragraphs and give the reader a clear route through a small report.

Codes: ["AC9E3LA03", "AC9E3LA04", "AC9E3LA05", "AC9E3LY06"]

Job: Make a two-part note for a pretend repair table.

Entry: Use C07’s supplied job and response. A title and two short groups are enough; a long report is not required.

Kit: C07/C08, sentence strips or a blank folded page.

Child: Keep ideas that belong together. Start a new group when the job changes.

Notice: Look for a meaningful title, related grouping and a reason for a move. Do not mistake a neat layout or an adult scribed paragraph for independent composition.

Full teaching sequence

Find two jobs · 5–8 minutes

Read C07. Separate what the pretend helper needs to know about the tear from what they need to know about the chosen decoration. Ask which ideas belong together.

Model grouping · 8–12 minutes

Build a title ‘Paper kite repair’. Model one short paragraph about the tear and another about the decoration choice. Explain a paragraph as a group of related ideas, rather than any fixed number of sentences. Show a heading or a return link as a route for the reader, not as decoration.

Try a different domain · 10–15 minutes

Read C08’s food-play café card. Group opening-job information separately from a customer’s supplied preference. No real food handling or allergy advice is offered. Move strips before writing and explain one grouping decision.

Make a reader-ready page · 12–20 minutes

Children choose the repair or pretend café source and produce a title plus two related groups. A partner follows the page: what is this about, and where would they look for the preference? Children can change a heading or move one sentence after the test.

Finish · 5 minutes

Keep the first arrangement and a revised arrangement if the child chooses to preserve them. Ask which move helped the reader. Paragraph quality is judged from related ideas, not a two-paragraph quota applied to every later text.

Three switchable routes

Fold and sort

Use a folded scrap page as two labelled spaces. Move whole idea strips, then choose where to begin a new paragraph.

Read together and dictate

An adult reads both source groups. The child names what belongs together and dictates the message; record organising evidence separately from writing mechanics.

Write and navigate

Draft the title and grouped paragraphs. Use a contents-style two-item route only if it helps this reader, then test whether the label reaches the intended group.

Day45 · Let a character notice something different

Day: 45

Title: Let a character notice something different

Purpose: Discuss character, setting and mood, then adapt a short original story from another perspective.

Codes: ["AC9E3LE02", "AC9E3LE03", "AC9E3LE04", "AC9E3LE05"]

Job: Retell one small event for a reader who enjoys a character’s view.

Entry: All story material is original fiction. Offer the complete C09/C10 stories aloud; no personal experience disclosure or reading of borrowed books is required.

Kit: C09/C10, blank storyboard or loose paper, optional household objects as characters.

Child: Whose eyes are we using? Keep the event. Change what the character notices.

Notice: Look for a preserved event and a specific changed noticing or language effect. Preferences need a reason tied to the story, not agreement with the teacher’s taste.

Full teaching sequence

Meet the event · 5–8 minutes

Read C09 about a toy ferry at a windy puddle. Ask what happened and how the paper captain felt. Point to language or an illustration description rather than assuming one emotional answer.

Model a perspective move · 8–12 minutes

Retell the same arrival from the waiting pebble’s view: it notices the splash and the wobbling bow. Preserve the shared event; do not turn the ferry’s planned return into a journey that has already happened. Compare ‘plop-plop’ with ‘a noise’ and explain a possible reader reaction.

Try a different story · 10–15 minutes

Read C10 about a shadow puppet. Choose one character, keep the event order and identify one sensory detail the new character might notice. Label any invented new thought as part of the adapted fiction, not as a quote from the original.

Make a short retelling · 12–20 minutes

Children create three scenes or a short paragraph from their chosen character. They may add a rhythm or sound word if it serves the reader. Ask a willing reader what mood the retelling suggests; different supported readings can coexist.

Finish · 5 minutes

Invite a child to compare one original phrase with one changed phrase and explain the effect. Do not claim this original fiction supplies the required range of First Nations Australian and world authors across the year.

Three switchable routes

Stage with objects

Use a pebble-shaped scrap and a paper ferry or puppet. Point to one place each character could notice, then tell or dictate the retelling.

Hear and imagine

Listen to the entire original story. Give the child scene choices and time to think; no acting, loud sound or personal story sharing is required.

Write or storyboard

Use three genuinely empty panels or a paragraph. Caption the same event from a new viewpoint and explain one changed detail.

Day46 · Same topic, different reader

Day: 46

Title: Same topic, different reader

Purpose: Identify audience and purpose in informative, imaginative and persuasive texts and explain how an image extends meaning.

Codes: ["AC9E3LY01", "AC9E3LY03", "AC9E3LA03", "AC9E3LA09"]

Job: Choose a text that fits a pretend visitor’s job.

Entry: C11/C12 include full short texts and explicit image descriptions. Children can listen and view; print reading is observed separately.

Kit: C11/C12, two text cards, optional sketch space.

Child: Who is this for? What does it help them do? Show one clue.

Notice: Notice an audience-purpose match and a specific clue. An extending image adds or clarifies meaning; it is not simply a decorative picture.

Full teaching sequence

Compare two texts · 5–8 minutes

Read C11’s map note and imaginative snail scene. Both concern a toy garden, but one helps someone find a place and one tells an event. Ask for a word or layout clue that supports the difference.

Model a supported choice · 8–12 minutes

Choose the map note for a visitor looking for the pretend seed table and point to its route labels. Choose the story for a reader who wants a funny character event. Explain that a large labelled sign in the supplied image emphasises the seed table; do not claim it is larger than another sign when the source gives no comparison.

Try persuasion · 10–15 minutes

Read C12’s toy concert invitation and neutral schedule. Compare an inviting evaluative phrase with the schedule’s time order. Neither is a promise of a real public event. Ask what an image adds that the words do not already say.

Make a matched recommendation · 12–20 minutes

Children choose a reader/job card, name the best supplied text and explain one language or visual clue. They then add a small image or caption that extends a specific meaning. A text-only description can replace drawing.

Finish · 5 minutes

Ask the reader to locate the added meaning. Keep the source identity and the child’s reason; do not grade artistic polish or presume a picture is factual evidence about a real site.

Three switchable routes

Match cards

Place three reader/job cards beside complete texts, then choose one match and explain a clue. The matching set is a discussion tool, not an automatic score.

Listen and describe

Hear the full texts and image descriptions. Use pointing or a dictated reason. Image meaning remains available without vision or drawing.

Read and caption

Read appropriate short parts, then write a recommendation and an extending caption. Observe decoding separately from text-purpose reasoning.

Day47 · Edit the little marks that change meaning

Day: 47

Title: Edit the little marks that change meaning

Purpose: Use contractions and singular or regular plural possession in meaningful editing, with the supplied intended meaning visible.

Codes: ["AC9E3LA11", "AC9E3LA06", "AC9E3LA08", "AC9E3LY06"]

Job: Make a lost-and-found report easier to understand.

Entry: Use C13’s stated one-owner meaning and C14’s stated several-owner meaning. Children need not already know every apostrophe pattern.

Kit: C13/C14, movable apostrophe card or pencil, genuinely blank edit strip.

Child: What does the sentence mean? Put the mark where it helps show that meaning.

Notice: Notice whether the apostrophe’s position fits the supplied meaning and whether the child distinguishes contraction from possession. A copied final model is not an unseen first response.

Full teaching sequence

Establish the meaning · 5–8 minutes

Read C13. The blue pouch belongs to one character, Sam; the sign’s ‘do not’ is intended as a contraction. State this intended meaning before asking children to edit.

Model two jobs · 8–12 minutes

Show ‘Sam’s pouch’ for one owner and ‘don’t’ for missing letters in ‘do not’. Say which letters are missing; do not call the possessive apostrophe a missing-letter mark. Model a complete sentence with a clear subject/verb and the same time as the source.

Try regular plural possession · 10–15 minutes

Read C14: the three players share a box labelled ‘the players’ box’. Contrast ‘the player’s box’ for one player with ‘the players’ box’ for several players. The source supplies which meaning is intended. Avoid introducing irregular plurals as if the same suffix rule always applies.

Edit for the reader · 12–20 minutes

Children choose a source and make a short corrected report. Ask them to explain one apostrophe’s job and check that the meaning stayed the same. Offer a clean model after the first attempt; record adult help rather than pretending independent spelling.

Finish · 5 minutes

A partner explains who owns the object and what the contraction means. If the editing changes that meaning, return to the source and try again. Neat handwriting is a separate observation.

Three switchable routes

Move the mark

Use letter and apostrophe cards. Build one contraction and one possessive phrase, then explain the different jobs.

Hear, sign and dictate

An adult states the intended meaning and reads both versions. The child points to the fitting phrase or dictates a correction; assess meaning, not speech or adult pen control.

Write and explain

Edit on a blank strip, box the apostrophe and write a short explanation. Independently written joined letters can be observed separately if explicitly taught.

Day48 · Find a word, then check the whole sentence

Day: 48

Title: Find a word, then check the whole sentence

Purpose: Use taught sound-letter, syllable and meaningful word-part knowledge with sentence context, and distinguish actual reading/spelling evidence from supported comprehension.

Codes: ["AC9E3LY04", "AC9E3LY09", "AC9E3LY10", "AC9E3LY11", "AC9E3LY12"]

Job: Prepare a small word-help strip for a reader of a pretend repair message.

Entry: Teacher selects a small set compatible with the learner’s taught sound-letter knowledge. Rich C15/C16 passages are adult-read options; no unfamiliar pattern is assumed to be mastered.

Kit: C15/C16, selected word cards ‘replay’, ‘playing’, ‘sunset’ or teacher-chosen equivalents, blank strip.

Child: Try the word. Check the sentence. Ask for help if the pattern is new.

Notice: Record the actual sound-letter/word-part strategy, self-correction and conditions. Keep high-frequency/homophone spelling, oral reading and listening comprehension separate.

Full teaching sequence

Check the entry · 5–8 minutes

Offer a few selected words individually and in a short sentence. Ask how the child is trying to read them. If patterns are untaught, teach or supply the word and keep comprehension work available; do not label a child a poor reader from an unsupported first attempt.

Model more than guessing · 8–12 minutes

Use ‘replay’: connect taught sounds and letters, identify ‘re-’ plus ‘play’, then check whether ‘play again’ fits C15’s puppet sentence. Use ‘playing’ to discuss the known base and suffix without claiming all words keep identical spelling. Avoid guessing solely from the picture or first letter.

Try a meaning change · 10–15 minutes

Read C16’s music note. Distinguish ‘here’ and ‘hear’ by the intended sentence meaning while acknowledging their same spoken form in usual Australian English. Teacher pronunciation support should be checked in the learner’s language variety; no invented multilingual pronunciation is supplied.

Make and use a word-help strip · 12–20 minutes

Choose one taught or newly explicitly taught word. Record the word, a useful part or sound-letter observation, and a complete sentence. Re-read the sentence for meaning and accuracy. For spelling, remove the supplied model for a fresh attempt only after teaching; record the conditions.

Finish · 5 minutes

Keep an actual reading observation if heard, a spelling attempt if independently produced and the supported comprehension work separately. No percentage of decoding mastery or fixed reading level follows from this small set.

Three switchable routes

Build and move

Move known letter or word-part cards to form a selected word, then choose the fitting sentence. Motor movement is optional and does not replace actual reading observation.

Listen and explain meaning

An adult reads the passage and supplies unfamiliar words. The child explains a word part or sentence meaning through usual communication; do not score independent decoding from this route.

Read, re-read and spell

Read a short taught-pattern sentence, re-read after self-correction, and make one fresh spelling attempt. The teacher records exactly which support and prior teaching were available.

Day49 · Make a tiny report for a real job

Day: 49

Title: Make a tiny report for a real job

Purpose: Plan, draft and revise a short informative or persuasive message for a chosen audience using supplied or permitted response material.

Codes: ["AC9E3LY06", "AC9E3LY07", "AC9E3LA04", "AC9E3LA10"]

Job: Help a reader choose or use a pretend activity space.

Entry: Use C17/C18’s supplied responses or a willing familiar person’s nonpersonal answer. A class survey, numeric analysis and public publishing are optional, not prerequisites.

Kit: C17/C18, chosen first draft, blank page or Reporter Desk brief paper fields.

Child: Pick your reader. Make a useful message. Ask what is clear and what needs work.

Notice: Notice audience fit, source-faithful supporting detail and a reasoned edit/retention. Do not claim two saved versions demonstrate independent drafting or actual delivery on their own.

Full teaching sequence

Choose a small outcome · 5–8 minutes

Read C17/C18 and choose a reader/job. A child might recommend one activity space or explain a packing preference. Agree a manageable message rather than a required word count.

Model a plan · 8–12 minutes

Name reader, question, source response, main message and one supporting reason. Group related ideas. Keep exact response words as a quote only if they are actually supplied or permitted; label any invented speech as fiction.

Draft and rehearse · 10–15 minutes

Children draft one or two short paragraphs or an equivalent spoken/signed/multimodal message. Include a precise topic word, such as ‘folded pocket’, only where its meaning is understood. Rehearse with clear order; volume, pace and pitch are available choices, not an instruction to perform loudly.

Use feedback · 12–20 minutes

A willing reader says one thing they understood and one question. Children choose a meaningful change or explain why they retained a part. Keep both versions if wanted, with source identity and words intact. Do not auto-rewrite or equate any edit with improvement.

Finish · 5 minutes

Keep the report and a note about the actual reader test. A written script shows planning; actual delivery and audience interaction require a separate observation. Publishing can mean sharing with one permitted person or keeping a private copy.

Three switchable routes

Build a display

Arrange blank report cards and an optional sketch on a folded stand. A partner follows it and asks one question before the child chooses an edit.

Speak, sign or dictate

Use usual communication to compose and rehearse. Record the child’s message and support; no recording, camera, account or public sharing is required.

Write and revise

Make two chosen drafts and explain one change against the reader’s job. Check sentence grouping, tense and selected words after the meaning is established.

Day: 50

Title: Choose your strongest example and share it your way

Purpose: Select a useful piece, explain a meaningful revision and optionally present it with a clear reader route.

Codes: ["AC9E3LY06", "AC9E3LY07", "AC9E3LY02", "AC9E3LE05"]

Job: Make a small handover that another reader can use without guessing.

Entry: Choose any work from this fortnight or use C19/C20 and a fresh mini draft. Attendance or completion of all previous days is not assumed.

Kit: One chosen draft, original source where available, blank handover card, optional storyboard.

Child: Pick one piece. Tell what it helps someone do. Show one choice you made.

Notice: Judge the chosen work’s usefulness and supported explanation. Do not reward number of pages, public confidence or disclosure of private experiences.

Full teaching sequence

Choose evidence with a purpose · 5–8 minutes

Offer a question card, short report, story adaptation or edited label. Ask which best helps the chosen reader. A child who lacks earlier work can start with the supplied C19/C20 source.

Model an honest handover · 8–12 minutes

Show a source, a chosen message and a short explanation of one kept or changed part. Say ‘I changed the vague word to name the pocket’ rather than ‘I made it perfect’. Name any supplied answer or adult help.

Rehearse a reader route · 10–15 minutes

Plan a short spoken/signed explanation or written route: what this is, who it is for, and where to look. Optional delivery can be to one willing person. A child can decline public performance and still make a useful written handover.

Try and refine · 12–20 minutes

The reader uses the handover or asks a supplied question. The child makes one final change if needed, or gives a reason for keeping the current version. Separate original story invention from a factual report and leave private/personal information out.

Finish · 5–8 minutes

Keep one selected work sample, source identity, help note and the child’s explanation. State the local evidence it provides and the strands still needing taught opportunities. This fortnight is not a complete annual English assessment or proof of learning gain.

Three switchable routes

Portable handover

Arrange source, message and explanation on three loose cards, then test the order with a willing reader. The outcome can remain small and private.

Quiet sharing

Dictate, sign or point through the handover with a familiar adult. Use a supplied reader question if nobody is available; actual presentation evidence is recorded only if observed.

Written mini portfolio

Choose a draft, annotate one purposeful revision, and add a short reader route. Independent reading, spelling and joined handwriting are recorded separately when conditions permit.

C01–C20 · complete ordinary teaching sources

These are ordinary sources; worked examples below are staff teaching material, not neutral held cases.

C01 · Reading corner · A quiet-seat question

Complete source:

The pretend reading corner has a window seat and a cushion away from the door. The new visitor wants a quiet place to look at a story. Pip offers a question: ‘Would the window seat or the cushion away from the door suit you?’ The supplied visitor answer is: ‘I would choose the cushion, because people keep walking past the window seat.’ This answer belongs to the fictional visitor; it is not a result from a real class. A sign says ‘You can pass, ask for the question again, or choose another way to answer.’ The drawing shows both places without declaring one best.