Aim: summarise Card F without adding Card G's view as a fact; use a precise synonym/antonym when it preserves meaning. Prepare: Cards F/G and three boxes main idea, support, limit/question. Codes: AC9E4LA02, AC9E4LA11, AC9E4LY05, AC9E4LY09, AC9E4LY10.
- Retrieve · 2 min. Ask what the model labels: shelf, mat, lamp symbol, entrance arrow. State that this is model detail, not a measured room.
- Model · 5 min. Read G. Compose: “The paper model places a mat between a shelf and lamp symbol, but it gives no scale, so real reach cannot yet be judged.” Show source F for placement and F/G for limit. Reject “The mat is the best reading spot” as a neutral summary; it is the designer's opinion. Compare
possiblewithimpossibleandclearwithunclear; a synonym such asvisiblemay not mean “accessible.” - Guide · 6 min. Children strike out two additions to a draft summary: “The lamp is bright” and “Visitors love the mat.” Neither source gives those outcomes. Add a genuine question: “What width must be measured?” Child names which source supports each remaining phrase.
- Choose · 7 min. Day 17 learner route: one-sentence source-bound summary plus one question in a new domain. Use word-part cards for
re-model,measure-ment,im-possibleonly after taught prerequisites. - Exit · 3 min. “Can a neat drawing prove comfort?” Key: no. “Is a question a failure?” Key: no; it identifies evidence still needed.
- Record · 2 min. Separate comprehension from reading of multisyllabic words; note adult word supplied versus child-selected word.